The Impact of Instructor-Provided Study Guides on Student Academic Achievement in Undergraduate Gateway Courses

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Abstract

Research has shown a strong correlation between academic performance in undergraduate gateway courses and student success in degree completion, hence retention rates. “Gateway” courses, defined as lower division, credit-bearing, foundational courses, serve as prerequisites to majors and higher-level program entrance and are associated with high rates of unsuccessful outcomes (letter grades of D, F, and W).This study used a retrospective correlation research design to examine the impact of instructor-provided study guides on student academic performance in college-level Anatomy & Physiology Level 1 (gateway) course. Results indicate no significant correlation between study guides and student academic performance in gateway courses. Limitations and recommendations for future research and practice are provided.

Authors

• Nicola Khalaf, Florida Gulf Coast University

• Yanqiong Liu, Florida Gulf Coast University