Interventions in higher education and their effect on student success: a meta-analysis

Eline Sneyers*, Kristof De Witte

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

23 Citations (Web of Science)

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.
Original languageEnglish
Pages (from-to)208-228
Number of pages21
JournalEducational Review
Volume70
Issue number2
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Higher education
  • academic dismissal policy
  • need-based grants
  • student-faculty mentoring
  • student outcomes
  • meta-analysis
  • FINANCIAL-AID
  • COLLEGE PERSISTENCE
  • NEED
  • IMPACT
  • GRANT
  • OPPORTUNITIES
  • PERFORMANCE
  • CHALLENGES
  • BEHAVIOR
  • OUTCOMES

Cite this