Archived Abstracts
The Effect of Information Interventions on Retention among University of Lynchburg Students
Location
Room 214, Schewel Hall
Access Type
Open Access
Entry Number
28
Start Date
4-8-2020 11:00 AM
End Date
4-8-2020 11:15 AM
Department
Economics
Abstract
College retention rates are a frequently discussed topic amid declining retention and rising time to degree completion. My research will evaluate whether a targeted nudging program has any impact on second-year students retaining to their third year at University of Lynchburg. Nudging defined as, “…any aspect of the choice architecture that alters people's behaviour in a predictable way without forbidding any options or significantly changing their economic incentives…” as written by Thaler and Sunstein (2008). I will analyze the impacts of nudging student behavior via weekly text alerts centered around Academic, Social, Career, and/or Financial information students have self-selected to receive has on GPA and, post-graduation, retention rates. I find there is no significant difference in GPA between the control and test group. However, the additional alerts do provide an increase in average attendance of events. Results of this study provide knowledge on implementation of a low-cost program that has the potential to increase student involvement.
Faculty Mentor(s)
Dr. Jessica Scheld Dr. Michael Craig Dr. Edward DeClair
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The Effect of Information Interventions on Retention among University of Lynchburg Students
Room 214, Schewel Hall
College retention rates are a frequently discussed topic amid declining retention and rising time to degree completion. My research will evaluate whether a targeted nudging program has any impact on second-year students retaining to their third year at University of Lynchburg. Nudging defined as, “…any aspect of the choice architecture that alters people's behaviour in a predictable way without forbidding any options or significantly changing their economic incentives…” as written by Thaler and Sunstein (2008). I will analyze the impacts of nudging student behavior via weekly text alerts centered around Academic, Social, Career, and/or Financial information students have self-selected to receive has on GPA and, post-graduation, retention rates. I find there is no significant difference in GPA between the control and test group. However, the additional alerts do provide an increase in average attendance of events. Results of this study provide knowledge on implementation of a low-cost program that has the potential to increase student involvement.