Teresa Ward
Carol Hand
Office of Institutional Research
INTEGRATING QUANTITATIVE
AND QUALITATIVE DATA
ENHANCING THE
EXPLANATORY MODEL IN FLC
ASSESSMENT
Focus Group
Current FLC Students
17 Participants
168 Quotations
21 Codes
Major Themes:
Participation in an FLC
Integrated learning experience
What they would keep/change in the FLC program
Retention
Accessibility of information
Focus Group
Former FLC Students
9 Participants
148 Quotations
25 Codes
Major Themes:
Definition of a Freshmen Learning Community
Sense of community
Continued contact with former FLC members
Academic performance
Retention
Shared views
Focus Group
FLC Faculty
8 Participants
84 Quotations
11 Codes
Major Themes:
Participation in the FLC program
Benefits
Teaching methodology
Table 1
Comparison of Academic Preparedness of
FLC and Non-FLC Students
Fall 99
N
PGPA
FLC
295
2.64
Non-FLC
1465
2.62
.909
Not Significant at p<.05
Fall 00
N
PGPA
t
Significance
FLC
432
2.69
1650
2.70
-.224
Not Significant at p<.05
Fall 01
N
FI
t
Significance
FLC
572
2683
Non-FLC
1570
2697
-1.441
Not Significant at p<.05
Fall 02
N
FI
t
Significance
FLC
677
2685
1882
2693
Non-FLC
Non-FLC
t
Significance
(p)=.364
(p)=.823
(p)=.150
(p)=.404
-.834
Not Significant at p<.05
CURRENT FLC STUDENTS
Number of Respondents: 16
“I was tired
after Incept and
wanted to go
home, so
joining an FLC
eliminated the
registration
process. And I
wanted to make
contacts.”
Reason Mentioned
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommendations
1
5.0
Total
20
100.0
CURRENT FLC STUDENTS
Number of Respondents: 16
Reason Mentioned
“I joined for
easy
registration.
Coming in as a
freshman I
would have
been really
screwed up,
but it gives
you friends
and advisors,
and a comfort
zone.”
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommendations
1
5.0
Total
20
100.0
CURRENT FLC STUDENTS
Number of Respondents: 16
“I wanted to do
one, but the one I
wanted was full.
Emerging
Leaders sounded
fun because of
the retreat and
rafting, and my
schedule was
good.”
Reason Mentioned
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommendations
1
5.0
Total
20
100.0
CURRENT FLC STUDENTS
Number of Respondents: 16
“I joined to
make my
parents
happy. They
said it was
the easier
thing to do.”
Reason Mentioned
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommended by a
Professor
1
5.0
Total
20
100.0
CURRENT FLC STUDENTS
Number of Respondents: 16
Reason Mentioned
“I did not
want to join
an FLC, but it
was the only
way to get
the classes I
wanted. I
joined the
Honors FLC.”
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommended by a
Professor
1
5.0
Total
20
100.0
CURRENT FLC STUDENTS
Number of Respondents: 16
“I liked the idea
of 25 persons.
It’s easier to
make study
groups and
easier to
register.”
Reason Mentioned
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommended by a
Professor
1
5.0
Total
20
100.0
CURRENT FLC STUDENTS
Number of Respondents: 16
“The Incept
person said it
was fun and
the teacher
would have
parties at her
house.”
Reason Mentioned
Number of Times
Percentage
Registration
8
40.0
Interaction with Others
3
15.0
Social Activities
3
15.0
Parents
2
10.0
Class Schedule
2
10.0
Study Groups
1
5.0
Recommendations
1
5.0
Total
20
100.0
Table 2
Fall to Spring Retention Rates
Fall 99
N
N Retained
% Retained
FLC
295
285
96.6
Non-FLC
1465
1322
90.2
Fall 00
FLC
432
421
97.5
Non-FLC
1650
1522
92.2
FLC
572
558
97.6
Non-FLC
1570
1473
93.8
FLC
677
654
96.6
Non-FLC
1882
1729
91.9
Fall 01
Fall 02
“The majority of us did
form a bond and we felt
we could continue.
Some would be
depressed, but we would
inspire them to continue.
They would do better
and they would continue
to look for a better
education.”
Table 2
Fall to Spring Retention Rates
Fall 99
N
N Retained
% Retained
FLC
295
285
96.6
Non-FLC
1465
1322
90.2
FLC
432
421
97.5
Non-FLC
1650
1522
92.2
FLC
572
558
97.6
Non-FLC
1570
1473
93.8
FLC
677
654
96.6
Non-FLC
1882
1729
91.9
Fall 00
Fall 01
Fall 02
“Oh yes! [emphatic] I had a
point where I just said I can’t
do this. I’m going to take a
break. I really do feel that if I
didn’t do the FLC I wouldn’t be
at GSU. It was too
overwhelming for me without
the FLC. I thought I was going
to come here and then
transfer, but the FLC is like a
family and after I got involved,
I couldn’t leave my family. I
wouldn’t stay without my
FLC.”
Table 2
Fall to Spring Retention Rates
Fall 99
N
N Retained
% Retained
FLC
295
285
96.6
Non-FLC
1465
1322
90.2
FLC
432
421
97.5
Non-FLC
1650
1522
92.2
FLC
572
558
97.6
Non-FLC
1570
1473
93.8
FLC
677
654
96.6
Non-FLC
1882
1729
91.9
Fall 00
Fall 01
Fall 02
“I was going to
complete it anyway, but
the FLC was a great way
to meet people and
upper level professors.”
Table 2
Fall to Spring Retention Rates
Fall 99
N
N Retained
% Retained
FLC
295
285
96.6
Non-FLC
1465
1322
90.2
FLC
432
421
97.5
Non-FLC
1650
1522
92.2
FLC
572
558
97.6
Non-FLC
1570
1473
93.8
FLC
677
654
96.6
Non-FLC
1882
1729
91.9
Fall 00
Fall 01
Fall 02
“Before I came here, I
told people GSU was
such a big school and I
wouldn’t enjoy it. I got
here and enjoyed my
FLC and got comfortable
with knowing other
people and meeting
other people. I found I
liked it. I planned on
completing all four years
here any way.
[Moderator: What year
are you in?] I’m a
second semester
freshman.”
Current FLC Students
Intent
“I planned to transfer,
but now I want to stay
here. How you are in
the FLC is a tight
family.”
“It has a 99 percent
effect. I want to join an
FLC next semester and
go through my entire
freshmen year in an
FLC.”
“I’d say 98 to 99 percent.
I’m planning to transfer
to California. Initially, I
wanted to go to
California, but the FLC
made me want to stay
and finish out the year
with my friends.”
“I was ready to transfer, but the
FLC and all these people changed
my mind. This is a concrete
jungle. I want some trees. But
being with these people made me
think it was a university.”
Former FLC Students
Intent
“I’m not sure the FLC made
me stay. I was already
focused. But it did help me
academically and made me
want to stay, but there was
other reasons too. I wanted to
go to Howard, but HOPE is the
reason I’m still here.”
“I wasn’t planning on going here.
I got a 1400 on my SAT and I had
all these schools wanting me.
But my mom wanted me to stay
close to home. I decided to go to
Jumpstart so if I didn’t like it, I
could go somewhere else. And
after I got here I wanted to stay.”
“I was going to be here regardless.
I have family here. This was not
my first choice. I could have gone
to Athens, but the FLC turns you
on to what GSU has to offer.”
“It encouraged me
to stay. My mom
wanted me to go to
Kennesaw, but I said
no since I knew
people here.”
“Yes it did because initially
this was not one of my top
choices to go to school. GSU
didn’t offer all of the
extracurricular activities that I
was interested in, like
marching band.”
Table 5
Comparison of Grade-Point Averages for FLC and
Non-FLC Students Fall 1999 Cohort
Fall 99
Fall 99
GPA
N
Fall 99
GPA
Avg
Fall 00
GPA
N
Fall 00
GPA Avg
Fall 01
GPA
N
Fall 01
GPA Avg
Fall 02
GPA
N
Fall 02
GPA
Avg
FLC
295
2.72
232
2.70
193
2.79
176
2.86
NonFLC
1465
2.38
1054
2.61
891
2.70
782
2.79
t=6.186
t=2.063
t=2.005
t=1.532
(p)=.00
0
(p)=.040
(p)=.046
(p)=.127
Signif.
at
p<.001
Signif. at
p<.05
Signif. at
p<.05
Not
Signif. at
p<.05
“Yeah, my GPA was helped by it. It was more than just
getting a good GPA, but it teaches you how to study, how
to study with groups, and work with other students.
Even with a 3.0, you got a lot of study skills that would
help you. Professors would collaborate. They tried to
connect classes. So even if your GPA is high, it would
have been higher than before and you get things to take
with you in the long run.”
Table 6
Comparison of Grade-Point Averages for FLC
and Non-FLC Students Fall 2000 Cohort
Fall 00
Fall 00
GPA
N
Fall 00 GPA
Avg
Fall 01
GPA
N
Fall 01 GPA
Avg
Fall 02
GPA
N
Fall 02 GPA
Avg
FLC
430
2.87
374
2.74
301
2.77
NonFLC
1626
2.47
1286
2.63
1030
2.72
t=9.017
t=2.890
t=1.206
(p)=.000
(p)=.004
(p)=.228
Signif. at
p<.001
Signif. at
p<.01
Not
Signif. at
p<.05
“My freshman year, the kids kept asking me, “Why are you in
an FLC? It’s wasting your time.” But some of my FLC friends
started forming study groups and some of my other friends
came into the study group with us. My friends who were not
in an FLC got lower GPAs. Most of my friends not in an FLC
got below 3.0, but I made the Dean’s List.”
Table 7
Table 8
Comparison of Grade-Point Averages for FLC
and Non-FLC Students Fall 2001 Cohort
Comparison of Grade-Point Averages for FLC
and Non-FLC Students Fall 2002 Cohort
Fall 01
Fall 01
N
Fall 01
GPA
Fall 02
N
Fall 02
GPA
Fall 02
Fall 02
N
Fall 02
GPA
FLC
572
2.92
495
2.87
FLC
677
2.91
Non-FLC
1569
2.67
1239
2.78
Non-FLC
1882
2.61
t=7.826
t=2.656
t=8.029
(p)=.000
(p)=.008
(p)=.000
Signif. at
p<.001
Signif. at
p<.01
Signif. at p<.001
“I got a pretty good GPA and
kept HOPE, but I didn’t go
into it for the academic
portion.”
“Ninety percent of
us got at least a
3.0”
Table 9
Credit Hours Attempted and Percentage of
Courses With a Grade of C or Better, Prior to
Fall 2002
Hours
Attempted
Hours
Earned
Courses
%
FLC
85.7
76.3
72.9
Non-FLC
82.9
73.6
69.6
FLC
59.9
53.6
77.6
Non-FLC
56.0
49.7
70.7
FLC
29.8
28.1
83.5
Non-FLC
29.3
27.2
77.3
Fall 99
Fall 00
Fall 01
“Our GSU 1010 professor told us that 80
percent of all freshmen lose their HOPE
Scholarship. So man, we went to
extremes. When projects were due and
one person would forget, we would call
them. If we had problems we would go to
the teacher. We didn’t want anyone left
behind. We encouraged each other.”
Table 9
Credit Hours Attempted and Percentage of
Courses With a Grade of C or Better, Prior to
Fall 2002
Hours
Attempted
Hours
Earned
Courses
%
FLC
85.7
76.3
72.9
Non-FLC
82.9
73.6
69.6
FLC
59.9
53.6
77.6
Non-FLC
56.0
49.7
70.7
FLC
29.8
28.1
83.5
Non-FLC
29.3
27.2
77.3
Fall 99
Fall 00
Fall 01
“I would have learned skills
anyway, but it would have took
[sic] more time. The FLC
teaches you that the teacher
wanted to talk to you even if it
doesn’t seem like it, that they
do want to teach you.”
Table 9
Credit Hours Attempted and Percentage of
Courses With a Grade of C or Better, Prior to
Fall 2002
Hours
Attempted
Hours
Earned
Courses
%
FLC
85.7
76.3
72.9
Non-FLC
82.9
73.6
69.6
Fall 99
Fall 00
FLC
59.9
53.6
77.6
Non-FLC
56.0
49.7
70.7
FLC
29.8
28.1
83.5
Non-FLC
29.3
27.2
77.3
Fall 01
“Being in an FLC definitely helps
academically. You have the opportunity to
learn how to use the library, the internet. If
you’re not in one you might not know who to
go to for help. Being in an FLC, you have the
opportunity to learn about these things.”
Former FLC Students
Social Activities
“The FLC is important to commuters. You can get
involved in activities. Most commuters just want to go
home, but when you’re in an FLC you find things you
are interested in and you can stick around campus.
You can stick around and find something to be
involved with. You won’t just go home.”
“We were the Fat FLC, but we
weren’t overweight. My friends
were in other FLCs and we would
compare each other’s FLC. We
were family. We would go out to
dinner and we had a study group.
[Moderator: But why did you call
yourselves the Fat FLC?] My GSU
1010 class had breakfast every
Thursday. The whole FLC called
us that. More than half of the FLC
commuted. The ones that lived in
the Village spent the most time
together.”
“You find out about other organizations
and you become involved. If you
participate in an FLC, you develop a
relationship with GSU and you work
together in organizations. If you don’t
participate in an FLC, you go on home.”
“We went to plays. And
it’s nice to have people to
be around you can trust
and rely on.”
“We didn’t have a
name like the Fat
FLC, but we hung
around at lunch.”
Current FLC Students
Community
“I probably would
be saying I hate
GSU. Other
students were
saying they don’t
like it. It was really
hard because the
campus is so big
and nobody has the
time of day for you.
The FLC lets you
get to know people
more closely.”
“It’s been a great
positive influence,
but one of the bad
things is that we
have 21 people and
20 are girls. At first I
thought we would
hate each other, but
we get along.”
“I wouldn’t know as many
people as I know now. As I
look at the friendships
outside the FLC, I value my
FLC.”
“My FLC has become my school
family. I stop to talk to my
friends. It benefits me so much. If
I was not in an FLC, I would have
lost my mind—getting to class—
what am I doing—these people—
these classes. I would have been
hectic.”
“It forces you to diversify. If we
weren’t in an FLC, we wouldn’t be
friends—Blacks and Whites. I
wouldn’t have had those
friendships.”
Former/Current FLC Students
Student/Teacher Interaction
“FLCs are helpful because you
have a community and you can
form closer relationships with
professors. You have help from
professors, like my English
professor, because you are in a
smaller setting and you have
one-on-one and they tell you how
to be a success.”
“If we had problems,
we would go to the
teacher.”
“The teachers were good.
They really helped and went
out of their way to help us feel
like a community. We had lots
of discussions about different
issues.”
“My teachers seem to
care. I was scared
about coming to
college, like I would be
in some evil man’s
class, but it wasn’t like
that. The teachers
work around your
schedule.”
Current FLC Instructors
Student/Teacher Interaction
“I like having a toddler.
You get into a play group.
The parenting model is a
perfect analogy. I care
about the student. They
whine but I say, “not in
my house.” The hard
thing is knowing not to
cross over into the parent
role since I’m not their
parent. It’s nice for them
to know that students can
come and talk to me.”
“I get to know
those students
[FLC students] a
little better.”
“My students and I
connect much better
now. It is less
teacher/student and
more of a secret
community—I’ll let
you in on the secret.”
“Students from
my earlier FLCs,
they still come
and see me.”
“I’ve become more
personable with
many of the
students. I have
one or two from 3
years ago that come
by the office to talk
about their courses
and graduation. It is
almost a parenting
situation.”
“I feel more like a
father than I ever did
before.”
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