Interventions in higher education and their effect on student success: a meta-analysis. Issue 2 (15th March 2018)

• Record Type: Journal Article
• Authors: Sneyers, Eline; De Witte, Kristof
• Is Part Of: Educational review. Volume 70:Issue 2(2018)
• Page Start: 208
• Page End: 228
• Publication Date: 2018-03-15
• Subjects: Higher education -- academic dismissal policy -- need-based grants -- student-faculty mentoring -- student outcomes -- meta-analysis; Education -- Periodicals; Éducation -- Périodiques; 370.5
• DOI: 10.1080/00131911.2017.1300874
• Languages: English
• ISSNs: 0013-1911

Abstract

Abstract: This article provides a meta-analysis on the effect of academic probation, student-faculty mentoring and need-based grants on various student outcomes. Using 25 (quasi-) experimental studies, we find that academic probation has a significant negative effect on retention ( d = −.17), while it does not have an effect on graduation. Student-faculty mentoring, however, has a positive significant effect on both retention ( d = .15) and graduation ( d = .10). Need-based grants are proven to have a positive significant effect on enrollment ( d = .05), retention ( d = .05) and graduation ( d = .05). Based on the general effect sizes of each intervention, student-faculty mentoring has the largest influence on student outcomes. The latter intervention improves retention and graduation of the treatment group by, respectively, 8% and 5% compared to the control group.