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Contents |
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Abstract |
|
This report
describes the results of the Summer 2002 administration of the BGSU First
Year Student Questionnaire (BFYSQ) to new main campus first year students.
The BFYSQ is designed to collect enrollment management-related data,
demographic data not otherwise collected as a result of BGSU's admission
and registration processes, and data on students' values and
expectations. Its use supports both assessment and enrollment management
activities. Results are used in this report to provide a descriptive
profile of the freshman class (serving as a companion report to the Office
of Undergraduate Admissions' Freshman Class Profile). BFYSQ data are
also maintained in databases within the Office of Institutional Research
and are studied as predictors of outcomes such as retention, GPAs, and
graduation rates. This report includes a summary and conclusions as well
as detailed tabular responses. |
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|
Background and
Methodology |
| The need for
assessment and enrollment management-related information about Bowling
Green State University's first year students prompted the development
of the BGSU First Year Student Questionnaire (BFYSQ) in 1997. The
literature on college student learning, development, and persistence
clearly shows that students’ pre-college characteristics, aspirations,
expectations, and values play a crucial role in outcomes such as
retention, grades, graduation, and educational and personal gains. Since
no single commercially-available questionnaire would provide the data
specifically needed by BGSU in a timely and cost effective manner, the
BFYSQ was developed by the Office of Institutional Research. The results
of the BFYSQ are comparable to those of the ACE/UCLA "Freshman
Survey" administered at BGSU between 1973 and 1979 and between 1990
and 1995, and the "BGSU Freshman Survey" administered between
1980 and 1989. The Office of Institutional Research plans to administer
the BFYSQ to new freshmen each year before they matriculate. The 2002 BFYSQ was distributed to all new first year
students registered for BGSU’s Orientation and Registration Program
during the month of June and July. A
total of 2,456 questionnaires were returned, which
represented about 70% of the freshman class. BFYSQ results were
analyzed by noting the percentages of participants who provided various
responses to each questionnaire item. Percentages may not always sum to
100 due to rounding. Results were also compared with those of previous
similar questionnaires. The following pages highlight these findings. A
complete listing of all questionnaire responses is provided at BFYSQ
Item Responses |
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|
Enrollment
Management-Related Information |
| How many other
colleges besides BGSU did you apply to? |
|
1992 |
|
2001 |
|
2002
|
| None |
29% |
|
29% |
|
25% |
| 1 |
18% |
|
24% |
|
24% |
| 2 |
23% |
|
25% |
|
25% |
| Three or
More |
31% |
|
22% |
|
26% |
|
| |
| How many other
colleges besides BGSU admitted you this year? |
|
1992 |
|
2001 |
|
2002 |
|
| None |
NA |
|
35% |
|
31% |
|
| One |
NA |
|
29% |
|
30% |
|
| Two |
NA |
|
21% |
|
21% |
|
| Three or More |
NA |
|
15% |
|
19% |
|
|
| |
| Among colleges to
attend, was BGSU your . . . |
|
1992 |
|
2001
|
|
2002
|
|
| First Choice |
76% |
|
82% |
|
77% |
|
| Second Choice |
19% |
|
16% |
|
20% |
|
| Less Than Second Choice |
5% |
|
2% |
|
4% |
|
|
|
|
| How important
were each of the following in your decision to attend college in general? (Percent
"Very Important") |
|
1992 |
|
2001
|
|
2002
|
|
| To Prepare for a Professional Career |
NA |
|
88% |
|
86% |
|
| To Get a Better Job |
80% |
|
71% |
|
71% |
|
| To Be Able to Make More Money |
70% |
|
63% |
|
68% |
|
| To Learn More about Things That Interest me
|
66% |
|
61% |
|
61% |
|
| To Gain a General Education |
54% |
|
51% |
|
47% |
|
| To Make Me a More Cultured Person |
32% |
|
29% |
|
32% |
|
| I Wanted to Get Away from
Home |
20% |
|
22% |
|
30% |
|
| To Learn More About Other People |
NA |
|
24% |
|
27% |
|
| My Parents Wanted Me to Go |
32% |
|
25% |
|
26% |
|
| To Improve My Reading and Study Skills |
32% |
|
26% |
|
24% |
|
| A Mentor/Role Model
Encouraged Me to Go |
10% |
|
10% |
|
13% |
|
|
| |
| How important
were each of the following in your decision to attend BGSU? (Percent "Very
Important") |
|
1992 |
|
2001 |
|
2002 |
|
| BGSU graduates get good jobs |
37% |
|
50% |
|
48% |
|
| My BGSU visit was pleasant and friendly |
NA |
|
41% |
|
43% |
|
| BGSU’s academic reputation |
53% |
|
38% |
|
37% |
|
| BGSU offers unique educational programs |
NA |
|
38% |
|
36% |
|
| I wanted to attend a
school of BGSU's size |
37% |
|
31% |
|
35% |
|
| BGSU's graduates gain admission to top
graduate/professional school |
15% |
|
38% |
|
34% |
|
| BGSU has an attractive campus |
NA |
|
28% |
|
32% |
|
| BGSU is in a small and safe community |
NA |
|
35% |
|
32% |
|
| BGSU's social reputation |
28% |
|
27% |
|
31% |
|
| the reputation of BGSU's faculty, staff, and
students |
NA |
|
29% |
|
29% |
|
| BGSU takes student safety seriously |
NA |
|
28% |
|
27% |
|
| cost of tuition at BGSU |
35% |
|
19% |
|
20% |
|
|
| |
| Compared with the freshman in 1992, 2002 freshman were
more likely to cite "BGSU graduates get good jobs" and "BGSU's
graduates gain admission to top graduate/professional school" as
the important reasons to attend BGSU. They were, however, less likely
than 1992 freshman to
indicate "BGSU's academic reputation" and "the cost
of tuition at BGSU" as the important reasons for selecting BGSU. |
| |
|
Demographic Information
|
| How many miles from BGSU is your
permanent home? |
|
1992 |
|
2001 |
|
2002 |
| 10 miles or Less |
3% |
|
5% |
|
3% |
| 11 to 50 miles |
22% |
|
24% |
|
20% |
| 51 to 100 miles |
18% |
|
18% |
|
22% |
| 101 to 500 miles |
54% |
|
52% |
|
51% |
| Over 500
miles |
3% |
|
2% |
|
4% |
|
| |
| What is your best estimate of your
parents’ income? |
|
1992 |
|
2001
|
|
2002
|
| Less than $30,000 |
20% |
|
8% |
|
7% |
| $30,000-$49,999 |
31% |
|
19% |
|
20% |
| $50,000-$74,999 |
32% |
|
30% |
|
32% |
| $75,000-$99,999 |
10% |
|
21% |
|
20% |
| $100,000 or More |
7% |
|
22% |
|
21% |
|
| |
| The
percentage of students whose estimated parental income was $75,000 or more
doubled from 17% in 1992 to 41% in 2002. The percentage of students whose
estimated parental income was $49,000 or below decreased from 51% in 1992
to 27% in 2002. |
| |
| How much of your first year's
educational expenses do you expect to cover from each of the sources listed below?
(Percent $1,500 and Over) |
|
1992 |
|
2001 |
|
2002 |
| Parents |
70% |
|
74% |
|
74% |
| Other College Loan |
3% |
|
33% |
|
25% |
| Savings From Summer Work |
12% |
|
22% |
|
23% |
| Other College Grant/Scholarship |
6% |
|
26% |
|
21% |
| Other Loan |
4% |
|
18% |
|
16% |
| Other Savings |
9% |
|
17% |
|
17% |
| Ford Direct Subsidized Loan |
NA |
|
28% |
|
11% |
| College Work Study |
3% |
|
13% |
|
10% |
| Pell Grant |
3% |
|
11% |
|
9% |
| Other Source |
1% |
|
8% |
|
8% |
| Part-Time Job On Campus |
3% |
|
7% |
|
7% |
| Perkins Loan |
1% |
|
6% |
|
6% |
| Part-Time Job Off Campus |
1% |
|
4% |
|
5% |
| Ohio Instructional Grant |
NA |
|
3% |
|
4% |
| Other Private Grant |
2% |
|
2% |
|
3% |
|
| |
| How concerned are you about your ability to
finance your college education? |
|
1992 |
|
2001 |
|
2002 |
| Not at All |
27% |
|
30% |
|
28% |
| Somewhat |
56% |
|
54% |
|
54% |
| Very |
17% |
|
16% |
|
18% |
|
| |
| For each of the following items, please indicate
your level of involvement while in 9th-12th grade (Percent "Highly
Involved"): |
|
1991 |
|
2001 |
|
2002 |
|
Athletics |
NA |
|
66% |
|
65% |
|
Part-time job |
NA |
|
55% |
|
55% |
|
Community service |
NA |
|
30% |
|
26% |
|
Band or orchestra |
NA |
|
28% |
|
22% |
|
Religious organization |
NA |
|
27% |
|
22% |
|
Choir or vocal ensemble
|
NA |
|
22% |
|
19% |
|
Theatre |
NA |
|
21% |
|
16% |
|
Academic honor society |
NA |
|
18% |
|
11% |
|
Student council |
NA |
|
18% |
|
12% |
|
Yearbook |
NA |
|
17% |
|
10% |
|
Class officer |
NA |
|
14% |
|
10% |
|
Newspaper |
NA |
|
11% |
|
7% |
|
Debate |
NA |
|
4% |
|
3% |
|
ROTC |
NA |
|
2% |
|
1% |
|
|
| |
| How many hours per week during the
school year do you plan to be employed? |
|
1992 |
|
2001 |
|
2002 |
|
| None |
NA |
|
28% |
|
23% |
|
| 1 to 9 |
NA |
|
21% |
|
20% |
|
| 10 to 19 |
NA |
|
39% |
|
44% |
|
| 20 to 39 |
NA |
|
12% |
|
13% |
|
| 40 or More |
NA |
|
0% |
|
1% |
|
|
| |
| The vast majority (98%) of
respondents indicated that English is their native language and 72% of
them reported that both of their parents are alive and living together. |
| |
| What is the highest level of formal
education obtained by your parents? |
|
Father
|
Mother |
| High school graduate |
27% |
31% |
| Some college |
17% |
17% |
| College degree |
30% |
29% |
| Graduate degree |
17% |
14% |
|
| |
|
|
1992 |
|
2001 |
|
2002 |
Mother and father high school or less:
At least one parent a college graduate:
Both parents college graduates: |
|
NA
NA
NA |
|
18%
59%
29% |
|
17%
60%
30% |
|
| |
| Your Father's Occupation: |
|
1992 |
|
2001 |
|
2002 |
| Business |
29% |
|
23% |
|
31% |
| Other |
24% |
|
20% |
|
23% |
| Computer programmer or analyst |
NA |
|
8% |
|
8% |
| Semi-skilled worker |
10% |
|
11% |
|
7% |
|
| |
| Your Mother's Occupation: |
|
1992 |
|
2001 |
|
2002 |
| Other |
24% |
|
22% |
|
27% |
| Business |
22% |
|
13% |
|
13% |
| Lawyer (attorney) or judge |
0% |
|
9% |
|
10% |
| Therapist |
NA |
|
9% |
|
10% |
| Farmer or forester |
2% |
|
8% |
|
7% |
|
| |
| Your Probable Occupation: |
|
1992 |
|
2001 |
|
2001 |
| Undecided |
13% |
|
18% |
|
17% |
| Business |
13% |
|
17% |
|
15% |
| Other |
10% |
|
13% |
|
15% |
| Therapist |
7% |
|
11% |
|
11% |
| Teacher or administrator |
16% |
|
10% |
|
9% |
|
| |
| What is the highest degree you plan
to obtain anywhere? |
| |
1992 |
|
2001 |
|
2002 |
| Bachelor's |
39% |
|
14% |
|
13% |
| Master's |
43% |
|
64% |
|
66% |
| Doctorate |
9% |
|
10% |
|
9% |
| Professional |
6% |
|
12% |
|
10% |
|
| |
| What is the highest degree you plan
to obtain at BGSU? |
|
1992 |
|
2001 |
|
2002 |
| Bachelor's |
NA |
|
78% |
|
78% |
| Master's |
NA |
|
19% |
|
19% |
| Doctorate |
NA |
|
1% |
|
2% |
|
| |
| Although increased number of
students would like to obtain a Master's degree anywhere between early
1990's and early 2000's, their most frequent academic goal at BGSU is a
Bachelor's degree. |
| |
| Do you feel that you will need any
special tutoring or remedial work in any of the following subjects? |
|
1992 |
|
2001 |
|
2002 |
|
| English |
NA |
|
6% |
|
14% |
|
| Reading |
NA |
|
2% |
|
4% |
|
| Mathematics |
NA |
|
24% |
|
42% |
|
| Social Studies |
NA |
|
2% |
|
3% |
|
| Science |
NA |
|
7% |
|
12% |
|
| Foreign Language |
NA |
|
8% |
|
13% |
|
|
| |
| Compared with 2001 freshman, 2002 freshman were more
concerned about their academic preparation for college work, especially
in the area of mathematics. |
| |
|
Expectations and Values Information
|
| What is your estimate of the chance that you will
. . . (Percent "Very Good") |
|
1992 |
|
2001
|
|
2002
|
|
| get a Bachelor's Degree |
77% |
|
78% |
|
74% |
|
| find a job in my major after
graduation |
63% |
|
72% |
|
70% |
|
| be satisfied with BGSU |
53% |
|
60% |
|
56% |
|
| get a job to help pay for college
expenses |
47% |
|
54% |
|
49% |
|
| make at least a
"B" average |
48% |
|
46% |
|
41% |
|
| join a social club, fraternity, or sorority |
11% |
|
19% |
|
21% |
|
| participate in volunteer or community
service work |
16% |
|
15% |
|
18% |
|
| change your
major |
17% |
|
18% |
|
17% |
|
| play varsity intercollegiate athletics |
8% |
|
12% |
|
13% |
|
| change your
career choice |
17% |
|
15% |
|
14% |
|
| graduate with honors |
12% |
|
11% |
|
9% |
|
| join a student professional/government
organization |
NA |
|
6% |
|
8% |
|
| need extra time to complete your degree |
15% |
|
5% |
|
6% |
|
| work full time while attending college |
1% |
|
4% |
|
5% |
|
| participate in student
protests/demonstrations |
7% |
|
4% |
|
5% |
|
| transfer to another college before
graduation |
6% |
|
3% |
|
5% |
|
| get married while in college |
4% |
|
2% |
|
4% |
|
| be elected to an academic honor society |
6% |
|
5% |
|
4% |
|
| be elected to a student office |
1% |
|
2% |
|
2% |
|
| fail one or
more courses |
1% |
|
1% |
|
1% |
|
| drop out of
college permanently |
0% |
|
0% |
|
1% |
|
| drop out of
college temporarily |
1% |
|
0% |
|
0% |
|
|
| |
| Compared with 1992 freshman, 2002 freshman were more
likely to join a social club, fraternity, or sorority, but less
likely to predict that they will need extra time to complete their degree. |
| |
| How important are each of the following to you?
(Percent "Essential" or "Very Important") |
|
1992 |
|
2001 |
|
2002 |
| being very well off financially |
68% |
|
84% |
|
84% |
| raising a family |
71% |
|
78% |
|
81% |
| helping others in difficulty |
61% |
|
69% |
|
66% |
| becoming an authority in my field |
66% |
|
64% |
|
61% |
| obtaining recognition from my colleagues for
my contributions |
54% |
|
56% |
|
56% |
| influencing social values |
39% |
|
49% |
|
47% |
| becoming successful in a business of my own |
34% |
|
48% |
|
46% |
| having administrative responsibility for the work of
others |
37% |
|
45% |
|
44% |
| developing a meaningful philosophy of life |
40% |
|
46% |
|
43% |
| helping to promote racial understanding |
39% |
|
36% |
|
33% |
| keeping up to date with political affairs |
39% |
|
33% |
|
34% |
| becoming a community leader |
28% |
|
31% |
|
31% |
| participating in a community action program |
23% |
|
25% |
|
26% |
| becoming involved in programs to clean up the
environment |
32% |
|
24% |
|
25% |
| influencing the political structure |
16% |
|
19% |
|
23% |
| becoming accomplished in the
performing arts |
11% |
|
22% |
|
23% |
| creating artistic works |
12% |
|
22% |
|
23% |
| writing original works (poems, novels,
etc.) |
12% |
|
18% |
|
19% |
| making a contribution to science |
11% |
|
16% |
|
17% |
|
| |
| 2002 freshman were more likely than 1992 freshman to indicate that
it's essential or very important to them to be very well off
financially, raise a family, become successful in a business of their
own and in the performing arts, create artistic work, and influence
social values. |
| |
|
Summary
and Conclusions
|
| This report continues a thirty year
history of "freshman survey" results at BGSU. It serves as one component of a
comprehensive program of assessment and enrollment management research activities carried
out by the Office of Institutional Research. 2002
freshmen apply and are admitted to few other
institutions. BGSU is their overwhelming first choice. They are very pragmatic
about their general reasons for going to college --- the
most common reason cited was to prepare for a professional career,
followed by to get a better job, to be able to make more money, and to
learn more about things that interest them. The perceived career
success of our graduates coupled with a pleasant campus visit as well as
academic reputation and unique educational programs are the
principal reasons that students choose BGSU.
2002 Freshmen are mostly from in-state and
from middle class families. Parents are the greatest source of financial support for
college. Although the
percentage of students who had a family income $75,000 or more
doubled during 1992 and 2002, 72% of the incoming freshman still had some concern about their ability to
finance their college education, and a greater portion of them expected to get their financial support from
loans, grants/scholarships, savings, and summer work than the
students ten years ago.
Most of the 2002 freshman participated
in athletics and had a part-time job during their high
school years. Three of four of them still wanted to be employed during
their college years. Their most frequent academic goal at BGSU is
a Bachelor's
Degree in "undecided" or "business." Mathematics is the
sole area where an increasing percentage of freshmen (24% for 2001 and 42%
for 2002) are concerned
about their academic preparation for college work.
The 2002 freshman seemed to be very positive
about their chances of earning a Bachelor's Degree, finding a job in
their
field after graduation, and being satisfied with BGSU. The majority of
them predict that they will not fail one or more courses or drop out college
temporarily or permanently. Being very well off
financially and raising a family are among their most important life goals.
The Office of Institutional Research welcomes
feedback concerning this and other studies and how they can continue to be improved.
Link to BFYSQ
Item Responses
|
