| This study was designed to determine the differences in college success of students with a grade point ratio below 2.10 who self-enrolled in a program intended to improve their academic standing and comparable students who did not enroll into the program. The purpose of the Academic Intervention Program was to establish an intrusive advising relationship between the director of the program and the students involved that would lead to a more intensive involvement of the student in college life. It was designed to focus on individual advising and monitoring of academic progress of Winthrop College School of Business Administration students. The by-product of the Academic Intervention Program was to increase the retention rates of these students in academic jeopardy.;The results of this study showed that the grades of the students who participated in the Academic Intervention Program were significantly higher than those of the students who did not participate in the program. Through this analysis it was determined that there were very few behavioral differences in the participants and nonparticipants.;Through the Academic Development Survey, it was also learned that the students perceived participation in the Academic Intervention Program as being helpful to them in the academic areas of study skills, time management, and class attendance; as well as the involvement relationship areas between the student and the program adviser. Participation in the Academic Intervention Program had a positive effect on the students' academic performance, satisfaction, and retention.;The differential distribution of participants and nonparticipants was examined on the basis of various demographic variables (e.g. age, sex, race, SAT score, and high school rank) as well as college life variables (e.g. average hours worked, athletics, financial assistance, housing, organization membership, use of labs and library, contact with faculty, and expected grade point ratio). |
