|
Abstract
Background and Methodology
Enrollment Management-Related Information
Demographic Information
Expectations and Values Information
Summary and Conclusions
BFYSQ Item Responses
ABSTRACT
This report
describes the results of the Summer 2003 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.
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.
All admitted 2003 first time first
year freshmen were asked to fill out BFYSQ online. A total
of
1,163 questionnaires were
received, which
represented about 33% of the
first time first year freshman class.
This rate is much lower than last year's response rate (70%, paper survey).
As a result, the questionnaire will return to a printed format for 2004.
To examine how representative the survey
respondents were of the entire first year first time
freshman class, the demographic characteristics of the
1163 survey respondents were compared to all
entering 2003 first year first time freshmen.
There is a high degree of race,
college, and residential status similarity between the respondents
and the population. Female respondents, however, are
over represented (71% in survey vs. 58% in population). This
limitation and the low response rate require that all results from this
survey be interpreted with some caution. 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
ENROLLMENT MANAGEMENT-RELATED INFORMATION
How many other
colleges besides BGSU did you apply to?
|
1992 |
|
2002 |
|
2003 |
| None |
29% |
|
25% |
|
27% |
| 1 |
18% |
|
24% |
|
24% |
| 2 |
23% |
|
25% |
|
22% |
| Three or
More |
31% |
|
26% |
|
27% |
How many other
colleges besides BGSU admitted you this year?
|
1992 |
|
2002 |
|
2003 |
| None |
NA |
|
31% |
|
28% |
| One |
NA |
|
30% |
|
30% |
| Two |
NA |
|
21% |
|
20% |
| Three or More |
NA |
|
19% |
|
22% |
Among colleges to
attend, was BGSU your . . .
|
1992 |
|
2002 |
|
2003 |
|
| First Choice |
76% |
|
77% |
|
82% |
|
| Second Choice |
19% |
|
20% |
|
16% |
|
| Less Than Second Choice |
5% |
|
4% |
|
3% |
|
2003 respondents seemed more likely than the
freshmen in 1992 and 2002 to report that BGSU was their first choice to
attend.
How important
were each of the following in your decision to attend college in general? (Percent
"Very Important")
|
1992 |
|
2002 |
|
2003 |
| To Prepare for a Professional Career |
NA |
|
86% |
|
92% |
| To Learn More about Things That Interest me
|
66% |
|
61% |
|
80% |
| To Gain a General Education
and Appreciation of Ideas |
54% |
|
47% |
|
71% |
| To
Be Able to Get a Better Job |
80% |
|
71% |
|
68% |
| To Learn More About Other People |
NA |
|
27% |
|
60% |
| To Be Able to Make More Money |
70% |
|
68% |
|
55% |
| To Make Me a More Cultured Person |
32% |
|
32% |
|
46% |
| I Wanted to Get Away from
Home |
20% |
|
30% |
|
37% |
| To Improve My Reading and Study Skills |
32% |
|
24% |
|
36% |
| My Parents Wanted Me to Go |
32% |
|
26% |
|
26% |
| A Mentor/Role Model
Encouraged Me to Go |
10% |
|
13% |
|
18% |
Compared with the freshmen in 2002 and 1992,
2003 freshmen were less likely to claim that being able to make more money
as well as to get a better job were the very important reasons for them to
attend college in general. They were, however, more likely than the 2002 and
1992 freshmen to report that preparing for a professional career, learning
more about interesting things and other people, gaining a general education
and appreciation of ideas, making them a more cultured person, getting away
from home, improving their reading and study skills, and a mentor/role model
encouraged them to go were the very important reasons for them to attend
college in general.
How important
were each of the following in your decision to attend BGSU? (Percent "Very
Important")
|
1992 |
|
2002 |
|
2003 |
| BGSU graduates get good jobs |
37% |
|
48% |
|
72% |
| BGSU offers unique
educational programs |
NA |
|
36% |
|
65% |
| My BGSU visit was pleasant and friendly |
NA |
|
43% |
|
65% |
| BGSU’s academic reputation |
53% |
|
37% |
|
63% |
| BGSU's Student Facilities |
NA |
|
NA |
|
62% |
| BGSU takes student safety seriously |
NA |
|
27% |
|
57% |
| BGSU is in a small and safe community |
NA |
|
32% |
|
56% |
| BGSU's graduates gain admission to top
graduate/professional school
|
15% |
|
34% |
|
53% |
| BGSU has an attractive campus |
NA |
|
32% |
|
53% |
| the reputation of BGSU's faculty, staff, and
students |
NA |
|
29% |
|
48% |
| BGSU's social reputation |
28% |
|
31% |
|
44% |
| I wanted to attend a
school of BGSU's size |
37% |
|
35% |
|
43% |
| BGSU's Computer Facilities |
NA |
|
NA |
|
43% |
| cost of tuition at BGSU |
35% |
|
20% |
|
35% |
"BGSU graduates
get good jobs", "BGSU offers unique education programs", "my
BGSU visit was pleasant and friendly", "BGSU's academic
reputation" are the very important
reasons for students to choose BGSU. 2003 freshmen were more likely than
the 2002 freshmen to consider each item on the table above
as the very
important reasons to attend BGSU.
DEMOGRAPHIC
INFORMATION
How many miles from BGSU is your
permanent home?
|
1992 |
|
2002 |
|
2003 |
| 10 miles or Less |
3% |
|
3% |
|
4% |
| 11 to 50 miles |
22% |
|
20% |
|
19% |
| 51 to 100 miles |
18% |
|
22% |
|
23% |
| 101 to 500 miles |
54% |
|
51% |
|
49% |
| Over 500
miles |
3% |
|
4% |
|
5% |
What is your best estimate of your parents' income?
|
1992 |
|
2002 |
|
2003 |
| Less than $30,000 |
20% |
|
7% |
|
17% |
| $30,000-$49,999 |
31% |
|
20% |
|
21% |
| $50,000-$74,999 |
32% |
|
32% |
|
30% |
| $75,000-$99,999 |
10% |
|
20% |
|
15% |
| $100,000 or More |
7% |
|
21% |
|
16% |
The
percentage of students whose estimated parental income was $75,000 or more
increased from 17% in 1992 to
41% in 2002, but decreased to 31% between 2002
and 2003.
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 |
|
2002 |
|
2003 |
| Parents, relatives, friends |
70% |
|
74% |
|
61% |
| Other College Loan |
3% |
|
25% |
|
23% |
| Savings From Summer Work |
12% |
|
23% |
|
22% |
| Other College Grant/Scholarship |
6% |
|
21% |
|
25% |
| Other Loan |
4% |
|
16% |
|
15% |
| Other Savings |
9% |
|
17% |
|
16% |
| Ford Direct Subsidized Loan |
NA |
|
11% |
|
16% |
| College Work Study |
3% |
|
10% |
|
13% |
| Pell Grant |
3% |
|
9% |
|
11% |
| Other Source |
1% |
|
8% |
|
8% |
| Part-Time Job On Campus |
3% |
|
7% |
|
8% |
| Perkins Loan |
1% |
|
6% |
|
6% |
| Part-Time Job Off Campus |
1% |
|
5% |
|
8% |
| Ohio Instructional Grant |
NA |
|
4% |
|
7% |
| Other Private Grant |
2% |
|
3% |
|
3% |
How concerned are you about your ability to finance
your college education?
|
1992 |
|
2002 |
|
2003 |
| Not at All |
27% |
|
28% |
|
21% |
| Somewhat |
56% |
|
54% |
|
54% |
| Very |
17% |
|
18% |
|
25% |
How many hours per week during the school year
do you plan to be employed?
|
1992 |
|
2002 |
|
2003 |
| None |
NA |
|
23% |
|
20% |
| 1 to 9 |
NA |
|
20% |
|
17% |
| 10 to 19 |
NA |
|
44% |
|
42% |
| 20 to 39 |
NA |
|
13% |
|
19% |
| 40 or More |
NA |
|
1% |
|
2% |
Families were still the major finance source for majority of 2003
freshmen. However, only 61% of 2003 freshman expected their parents, relatives,
and friends will pay $1,500 or more of their first year expense, compared
with 74% of last year's freshmen. 2003 freshmen were more concerned about
their ability to finance their college education than were freshmen in
2002 and in 1992. They were also more likely to work longer hours in
order to support themselves. For each of the following items, please indicate
the number of years you participated while in 9th-12th grade (Percent "Two
Years or More"):
|
1992 |
|
2002 |
|
2003 |
|
Religious organization |
NA |
|
NA |
|
91% |
|
Athletics |
NA |
|
NA |
|
90% |
|
Community service |
NA |
|
NA |
|
88% |
|
Part-time job |
NA |
|
NA |
|
86% |
|
Band or orchestra |
NA |
|
NA |
|
79% |
|
Academic honor society |
NA |
|
NA |
|
79% |
|
Choir or vocal ensemble |
NA |
|
NA |
|
75% |
|
Theatre |
NA |
|
NA |
|
73% |
|
ROTC |
NA |
|
NA |
|
58% |
|
Student council |
NA |
|
NA |
|
57% |
|
Class officer |
NA |
|
NA |
|
50% |
|
Yearbook |
NA |
|
NA |
|
49% |
|
Newspaper |
NA |
|
NA |
|
49% |
|
Debate |
NA |
|
NA |
|
36% |
|
For each of the following items, please indicate
your level of involvement while in 9th-12th grade (Percent "Highly
Involved"):
|
1992 |
|
2002 |
|
2003 |
|
Part-time job |
NA |
|
55% |
|
61% |
|
Athletics |
NA |
|
65% |
|
56% |
|
Community service |
NA |
|
26% |
|
43% |
|
Religious organization |
NA |
|
22% |
|
34% |
|
Band or orchestra |
NA |
|
22% |
|
31% |
|
Choir or vocal ensemble |
NA |
|
19% |
|
27% |
|
Theatre |
NA |
|
16% |
|
24% |
|
Academic honor society |
NA |
|
11% |
|
19% |
|
Yearbook |
NA |
|
10% |
|
17% |
|
Class officer |
NA |
|
10% |
|
15% |
|
Student council |
NA |
|
12% |
|
14% |
|
Newspaper |
NA |
|
7% |
|
12% |
|
Debate |
NA |
|
3% |
|
5% |
|
ROTC |
NA |
|
1% |
|
2% |
|
Fifty
percent or more of the 2003 freshmen spent two or more years participating
in most of the activities listed on the survey during their high
school years,
and they seemed more likely to be highly involved with all the activities
other than athletics when compared them with 2002 freshmen. What is the highest level of formal
education obtained by your parents?
|
Father |
|
Mother |
| High school graduate |
31% |
|
29% |
| Some college |
17% |
|
19% |
| College degree |
27% |
|
28% |
| Graduate degree |
14% |
|
13% |
|
|
1992 |
|
2002 |
|
2003 |
Mother and father high school or less:
At least one parent a college graduate:
Both parents college graduates: |
|
NA
NA
NA |
|
17%
60%
30% |
|
19%
60%
27% |
Your Father's Occupation:
|
1992 |
|
2002 |
|
2003 |
| Business |
29% |
|
31% |
|
28% |
| Other |
24% |
|
23% |
|
29% |
| Skilled
trades |
NA |
|
4% |
|
8% |
| Engineer |
9% |
|
2% |
|
7% |
Your Mother's Occupation:
|
1992 |
|
2002 |
|
2003 |
| Other |
24% |
|
26% |
|
32% |
| Business |
22% |
|
13% |
|
17% |
| Teacher or administrator
|
12% |
|
4% |
|
14% |
| Nurse |
11% |
|
0% |
|
10% |
Your Probable Occupation:
|
1992 |
|
2002 |
|
2003 |
| Teacher or administrator |
16% |
|
9% |
|
28% |
| Other |
10% |
|
15% |
|
13% |
| Business |
13% |
|
15% |
|
11% |
| Undecided |
13% |
|
17% |
|
9% |
What is the highest degree you plan
to obtain anywhere?
| |
1992 |
|
2002 |
|
2003 |
| Bachelor's |
39% |
|
13% |
|
29% |
| Master's |
43% |
|
66% |
|
52% |
| Doctorate |
9% |
|
9% |
|
13% |
| Professional |
6% |
|
10% |
|
7% |
What is the highest degree you plan
to obtain at BGSU?
|
1992 |
|
2002 |
|
2003 |
| Bachelor's |
NA |
|
78% |
|
71% |
| Master's |
NA |
|
19% |
|
26% |
| Doctorate |
NA |
|
2% |
|
3% |
Although the percentage of
students who would like to obtain a Master's degree at
BGSU increased between
2002 and 2003, their
most frequent academic goal at BGSU remains a Bachelor's degree.
Do you feel that you will need any
special tutoring or remedial work in any of the following subjects?
|
1992 |
|
2002 |
|
2003 |
| English |
NA |
|
14% |
|
16% |
| Reading |
NA |
|
4% |
|
7% |
| Mathematics |
NA |
|
42% |
|
37% |
| Social Studies |
NA |
|
3% |
|
5% |
| Science |
NA |
|
12% |
|
20% |
| Foreign Language |
NA |
|
13% |
|
22% |
Compared with
the 2002 freshman,
2003 freshman
were more concerned about their academic preparation in five
out of six subjects listed on survey, especially
in the area of foreign language and science. The
percentage of students who felt they would need remedial work in mathematics
decreased from last year.
EXPECTATIONS AND
VALUES INFORMATION
What is your estimate of the chance that you will
. . . (Percent "Very Good")
|
1992 |
|
2002 |
|
2003 |
| get a Bachelor's Degree |
77% |
|
74% |
|
90% |
| find a job in my major after
graduation |
63% |
|
70% |
|
76% |
| be satisfied with BGSU |
53% |
|
56% |
|
70% |
| get a job to help pay for college
expenses |
47% |
|
49% |
|
62% |
| make at least a
"B" average |
48% |
|
41% |
|
56% |
| join a social club, fraternity, or sorority |
11% |
|
21% |
|
26% |
| participate in volunteer or community
service work |
16% |
|
18% |
|
33% |
| change your
major |
17% |
|
17% |
|
11% |
| play varsity intercollegiate athletics |
8% |
|
13% |
|
12% |
| change your
career choice |
17% |
|
14% |
|
9% |
| graduate with honors |
12% |
|
9% |
|
20% |
| join a student professional/government
organization |
NA |
|
8% |
|
13% |
| need extra time to complete your degree |
15% |
|
6% |
|
6% |
| work full time while attending college |
1% |
|
5% |
|
6% |
| participate in student
protests/demonstrations |
7% |
|
5% |
|
7% |
| transfer to another college before
graduation |
6% |
|
5% |
|
2% |
| get married while in college |
4% |
|
4% |
|
3% |
| be elected to an academic honor society |
6% |
|
4% |
|
9% |
| be elected to a student office |
1% |
|
2% |
|
3% |
| fail one or
more courses |
1% |
|
1% |
|
1% |
| drop out of
college permanently |
0% |
|
1% |
|
0% |
| drop out of
college temporarily |
1% |
|
0% |
|
0% |
Compared
with the freshmen in 1992 and 2002, 2003 freshmen had higher expectations
in their likelihood of obtaining a Bachelor's degree, finding a job
in their major
after graduation, getting a job to help pay for their college expenses,
making at least a "B" average for their courses, and graduating
with honors. They were less likely to report that they will change
their major and career
choice, but more likely to say that they will participate in volunteer
or community service work, join a social club/fraternity/sorority
or a
student professional/government organization, and be satisfied with
BGSU.
How important are each of the following to you?
(Percent "Essential" or "Very Important")
|
1992 |
|
2002 |
|
2003 |
| raising a family |
71% |
|
81% |
|
80% |
| being very well off financially |
68% |
|
84% |
|
77% |
| helping others
who are in difficulty |
61% |
|
66% |
|
73% |
| becoming an authority in my field |
66% |
|
61% |
|
65% |
| developing a meaningful philosophy of life |
40% |
|
43% |
|
62% |
| obtaining recognition from my colleagues for
my contributions |
54% |
|
56% |
|
52% |
| influencing social values |
39% |
|
47% |
|
51% |
| helping to promote racial understanding |
39% |
|
33% |
|
49% |
| having administrative responsibility for the work of
others |
37% |
|
44% |
|
45% |
| becoming successful in a business of my own |
34% |
|
46% |
|
38% |
| keeping up to date with political affairs |
39% |
|
34% |
|
36% |
| participating in a community action program |
23% |
|
26% |
|
36% |
| becoming a community leader |
28% |
|
31% |
|
32% |
| influencing the political structure |
16% |
|
23% |
|
26% |
| creating artistic works |
12% |
|
23% |
|
26% |
| writing original works (poems, novels,
etc.) |
12% |
|
19% |
|
24% |
| becoming involved in programs to clean up the
environment |
32% |
|
25% |
|
21% |
| becoming accomplished in the
performing arts |
11% |
|
23% |
|
18% |
| making a contribution to science |
11% |
|
17% |
|
17% |
Raising a family, being very well off financially, helping others who are in
difficulty, and becoming an authority in their fields are essential or
very important to students' life. 2003 freshman seemed less money/business when compared with 2002 freshman, but more
interested in helping others in difficulty, helping to promote racial
understanding, participating in a community action program, and developing
a meaningful philosophy of their life.
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.
Most of the 2003 freshman
participated in most of the activities listed on
the survey during their high school years and more than
half of them were highly involved with athletics and a part-time
job. They apply and are admitted to few other
institutions. BGSU is their overwhelming first choice. 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.
2003 Freshmen
are mostly from in-state and from middle class families.
Families
are the greatest source of financial support for
college. Since the
percentage of students who had a family income $75,000
or more
decreased between 2002 and 2003, only 61% of 2003 freshman expected
their parents will pay $1,500 or more of their first year expenses compared with 74% of last year's freshmen.
The incoming freshman
were more concerned about
their ability to finance their college education
than were the freshmen in 2002, and they were also more likely to work
more hours per week to
support themselves.
Despite the difficult
financial situation
most of them may face, the majority of 2003 freshmen 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.
Ninety-nine percent of them predict that they will not fail one or
more courses and none of them predict they
will drop out college
temporarily or permanently. Compared with 2002
freshmen, they seemed to have higher confidence on their ability to make
at least a "B" average for their courses and to graduate
with honors, and yet they were also more concerned about their academic
preparation
for college work in five out of six subjects listed on the survey.
The most frequent academic goal
for majority of 2003 freshman at BGSU is
a Bachelor's
Degree in "teacher or administrator", "other",
"business", or "undecided". Raising a family,
being very well off
financially, and helping
others who are in difficulty are among their most important life goals.
The major limitations of this study were
the low response rate (33%) for the
questionnaire and the under-representation of males.
These limitations require that the results from this survey be interpreted
with some caution.
The Office of Institutional Research
welcomes feedback concerning this and other studies and how they can
continue to be improved.
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