An exploratory study of freshman attrition from an Appalachian physiology program

Area of Science:

• Exercise Physiology
• Higher Education Studies
• Regional Education Disparities

Background:

• Appalachia faces challenges with college attendance and graduation rates.
• Data on student attrition from physiology majors in this region are scarce.
• This study addresses the need for understanding freshman attrition in Appalachian exercise physiology programs.

Purpose of the Study:

• To examine freshman attrition from an undergraduate exercise physiology program in Appalachia.
• To identify factors contributing to student attrition.
• To propose strategies for improving retention in similar programs in underserved regions.

Main Methods:

• Exploratory study comparing freshman students who transferred out of the major (n=50) with those who remained (n=190).
• Administered questionnaires at the beginning and end of the fall semester.
• Conducted qualitative interviews with students who transferred out (n=35).

Main Results:

• Transferred students reported greater underpreparedness in math and lower end-of-semester performance.
• The transferred group had a lower GPA (2.62 vs. 3.27) and included more first-generation students (30% vs. 17%).
• First-generation students who transferred had lower academic preparation, performance, and higher financial need.

Conclusions:

• Academic preparedness, particularly in math, and first-generation status are key factors in freshman attrition.
• While students praised faculty and advising, program rigor and career goal shifts also influenced decisions.
• Early identification of at-risk students and targeted support strategies are crucial for improving retention in Appalachian physiology programs.