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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1465809
This article is part of the Research Topic Institutional Impact Measurement in Higher Education View all 5 articles

The Impact of Freshman Learning Communities on Students' Academic Performance

Provisionally accepted
Manal Elobaid Manal Elobaid *Mounia Zidani Mounia Zidani Nesreen Koffa Nesreen Koffa Saba Mansoor Qadhi Saba Mansoor Qadhi
  • Qatar University, Doha, Qatar

The final, formatted version of the article will be published soon.

    The global issue of first-year student retention is a significant concern, generally associated with poor academic performance resulting from insufficient social and intellectual integration. Freshman Learning Communities (FLC) have arisen as a promising approach to tackle these difficulties. This study aims to assess the influence of FLC on the scholastic achievement of first-year undergraduate students. The quantitative research seeks to ascertain if involvement in FLC has a favorable impact by comparing students' academic performance to those not in FLC.Significant differences were identified using descriptive and inferential statistical analysis involving t-tests and ANCOVA tests. The findings indicate that students participating in the FLC exhibit superior academic performance, reflected in higher grade point averages (GPA) and no significant difference in registered and earned credit hours, compared to those who are not part of the FLC program.

    Keywords: learning communities, academic performance, higher education, first-year experience, Grade Point

    Received: 16 Jul 2024; Accepted: 25 Oct 2024.

    Copyright: © 2024 Elobaid, Zidani, Koffa and Qadhi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Manal Elobaid, Qatar University, Doha, Qatar

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.