Date on Master's Thesis/Doctoral Dissertation

12-2018

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Health and Sport Sciences

Degree Program

Educational Leadership and Organizational Development, PhD

Committee Chair

Greenwell, T. Christopher

Committee Co-Chair (if applicable)

Hums, Mary A.

Committee Member

Frederick, Evan

Committee Member

Haselton, W. Blake

Author's Keywords

student retention; physical education activity courses

Abstract

Nationally, student retention rates continue to be a problem, as the National Center for Education Statistics (2018) found the six-year undergraduate graduation rate for students who started college in fall 2010 was around 60%. An area not yet investigated is if any association exists between enrollment in a university physical education activity course (BIP) and academic success. The purpose of this study was to determine how enrollment in a BIP course affected undergraduate student retention rates. This study examined whether enrollment in BIP courses influenced student retention of all first-time, full-time, baccalaureate degree-seeking students enrolled at a public research university during the years of 2014 and 2015 (N=5,565). Results indicated minority students, students with lower high school GPAs, and students with lower ACT composite scores were more likely to enroll in BIP courses during their first or second year at the institution. Additionally, the Health and Sport Sciences Department requires BIP enrollment for degree completion, so students in HSS enrolled at a higher rate. A significant finding showed students enrolled in BIP courses during their first or second year had 1.65 greater odds of being retained after the second year. Additionally, students enrolled in BIP courses during their second year had 3.22 greater odds of second year retention. For each additional BIP course enrolled, students had 1.39 greater odds of being retained after the second year. There was a significant interaction between race and first or second year BIP enrollment, as White students enrolled in a BIP course had 1.73 greater odds of second year retention. Finally, there was significant interaction between race and second year BIP enrollment, as White students enrolled in a BIP course had 2.48 greater odds of second year retention. While most institutions no longer require BIP enrollment, the findings in the current study demonstrate an association between BIP enrollment and greater odds of student retention. As a result, schools need to reconsider the importance of BIP enrollment, especially during the second year. The findings also demonstrate value in enrollment in more than one BIP course early in the educational experience.

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