Study's
Purpose and Design

Background: Veterans who attend a post-secondary educational institution, sometimes encounter mental, physical, and academic issues that prevent them from achieving academic success and earning a college degree.

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Despite the growth of educational resources and services, student veterans remain at risk for academic success, specifically retention and degree completion. Studies have found that at some universities, as many as 65 % of student veterans leave academia after the first semester (Davig & Spain 2014).

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Purpose: to examine the impacts of a student veteran success class intervention on the veteran’s academic achievement & perception of college achievement.

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Research Questions

• 1: Is there any statistical difference between student veterans' self-reported GPA and Self-Efficacy score who participate in a veteran success Academic Boot Camp intervention class and the student veterans who did not participate in the class. (Independent t-test)

 

• 2: Is there any statistical difference between demo-graphical difference between gender, age, ethnic background, veteran-related disability, military experience, and military occupation specialty (MOS) of veterans regarding their self-reported GPA and self-efficacy score? (Independent t-test)

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Research Design and Methodology

• Quasi-experimental design examines two groups of student veterans; Control Group and Experimental Group. 

 

• The study will ask all participants to complete a 75 question pre and post student veteran questionnaire and a self-efficacy survey (a 5-point Likert Scale).

 

• The Experimental Group: of veterans will attend an online Academic Boot Camp to examine if their academic performance and self-efficacy increases as a result of the Academic Boot Camp.

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• The Control Group: will only take the pre- and post survey.