This thesis explored the differences between 1981 Ball State University undeclared and declared major matriculates freshmen on selected variables related to persistence. This study did not attempt to make forecasts regarding persistence by the study participants, but rather to serve as a base population from which longitudinal studies examining the relationship between declaration of a major and persistence could be based.Responses to a 60-item questionnaire were tabulated and analyzed using the Statistical Package for the Social Sciences. A cross tabulation program was used in generating frequency and percentage data. In addition, chi square and T-test programs were used in reviewing the statistical significance of the differences.The undeclared and declared students were found to differ significantly in thier responses to the following variables: 1) college attendance by others; 2) influence to attend college; 3) Ball State University attendance; 4) major/occupation selection priority; and 5) vocational and academic expectations and experiences.

There is no abstract available for this dissertation.

Though much research is available on student persistence and attrition, few studies asked students to describe their experiences and motivational factors that influenced them to stay enrolled. This study at Ball State University helped researchers to understand these factors so that they could better work with matriculating freshmen and reduce freshmen drop-out. Qualitative research methodology resulted in data being gathered via personal interviews with students who were identified as matriculating freshmen living in the university residence halls during fall and spring of the 2004-2005 academic year. A semi-structured interview guide was created and modified. Data were collected in March, April, and May of 2005. The researcher analyzed the data by identifying thematic connections among the data according to guidelines presented by Seidman (1998).The researcher concluded that the goal of a powerful job and the recognition by parents and families motivated students to attend college and graduate. Students believed their motivations were internal, but based on their responses, the motivations were external to them. A better career and parental recognition were forms of external motivations. The factors at Ball State University that encouraged students to stay enrolled varied from individual involvement to characteristics of the institution. Programs like Orientation and Freshman Connections did not seem to have much of an impact on students' adjustment. / Department of Educational Leadership

The purpose of this study was to examine the relationship between Expected Family Contribution as determined by the Free Application for Federal Student Aid process and college student persistence to graduation at Ball State University.The population for this study was defined as 3,772 Ball State University full-time students who matriculated in the fall of 1995. The sample equaled the population. In response to the research question, the sample was divided into five subgroups (Full-Pell, Partial-Pell, No Pell-Need, No Pell-No Need, and No-FAFSA).It was determined that students at Ball State University with greater financial need (Full-Pell and Partial-Pell) persist and graduate at smaller rates than students in the other financial subgroups. In addition, students with high financial need are more likely to academically disqualify than other students. Statistically significant differences existed between the average rates for graduation and academic disqualification, and the graduation and academic disqualification rates for the Full-Pell and Partial-Pell groups. Institutions may need to determine if they are meeting the financial and academic needs of students from low-income families. / Department of Educational Leadership