Towards a Predictive Model of Community College Student Success in Blended Classes
By the fourth week of each semester, faculty teaching 15 blended or hybrid sections of Introduction to Marketing and Marketing Research courses at Queensborough Community College are provided access to results of a retrospective study evaluating early semester predictors of whether or not their students will successfully complete their courses. Success is defined as receiving a grade of C- or higher. In this study, seven variables are considered: gender, degree sought, students’ academic level, attendance for the first four weeks of face-to-face classes, scores on orientation extra credit assignments, grades on the first quiz, and grades on an early semester reflective essay. Logistic regression is used to evaluate the power of seven variables to predict successful course completion. Results show that completion of optional extra credit assignments offered during the first two weeks of the semester and performance on the first quiz are significant predictors of successful course completion. These results suggest that students’ self-regulation skills, or learning presence in the Community of Inquiry model, are strong predictors of student success. A faculty-based model like the one presented here can help faculty enhance their students’ chances of success by highlighting factors that predict successful course completion early in the semester.