This presentation reviews an ongoing study examining the impact of instructional techniques on student progression rates in two General Education courses, ENG121 and ENG122, to identify effective teaching strategies that support student progression. Using a mixed-method approach, the study analyzes quantitative differences in progression rates across instructors while gathering qualitative insights into pedagogical practices that enhance student engagement and persistence. First, statistical analyses will examine differences in progression rates among instructors teaching ENG121 and ENG122 over the past two academic years, using appropriate tests to ensure methodological rigor. Then using a purposive sample, instructors with the highest 20% of progression rates will be interviewed to analyze qualitative data and identify effective teaching strategies. Grounded in Tinto’s Theory of Student Retention, this research explores how instructional strategies, faculty presence, and student-faculty interactions contribute to student progression and retention during the critical first year of enrollment. Preliminary findings suggest that faculty presence, timely and constructive feedback, and active engagement strategies correlate with higher progression rates. The study remains in progress, with ongoing data collection and analysis. Final recommendations will provide actionable, evidence-based teaching practices to inform institutional retention and progression efforts. The study will contribute valuable insights into practices that enhance student success by identifying and analyzing effective instructional techniques and strategies used by instructors with high student progression rates.

Authors:
Hazar Shehadeh, The University of Arizona Global Campus, United States
Nathan Pritts, The University of Arizona Global Campus, United States

About the Presenter(s)
Dr. Hazar Shehadeh is an Associate Professor in the School of General Studies at the University of Arizona Global Campus.

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