Students’ primary goal in university is to be academically successful, and along with university administrators to graduate within a reasonable time frame. However, many first-time in any college students are underprepared. Programs and courses have been implemented around the world to address this problem. This includes remedial courses that target math, reading, and writing skills. According to the National Center of Education Statistics in the United States, approximately 20% of first-year undergraduate students at public universities in the U.S. attended remedial courses (Sparks & Malkus, 2013).

Researchers examined the impact of remedial courses on positive college outcomes, and concluded they impact students differently depending on academic preparedness, background, and demographics (Bettinger, Boatman & Long, 2013). Tinto (2005) argued that although academic support is important, it is more effective when associated with a supportive learning environment. In order to provide this support, Learning Community programs have been adopted at many universities. Learning Communities provide academic support within a small group while fostering social connections. The current study’s purpose was to examine the impact of Learning Communities on students in their first and second year of college and in remedial courses with respect to Grade Point Average (GPA) and retention. 

Bettinger, E. P., Boatman, A., & Long, B. T (2013). Student Supports: Developmental education and other academic programs. Sparks, D., & Malkus, Nat. (2013). First-year undergraduate remedial coursetaking: 1999-2000, 2003-04, 2007-08. Statistics in Brief. U.S. Department of Education, National Center for Education Statistics. Tinto V. (2005, January). Taking student success seriously: Rethinking the First Year of College. In Ninth Annual Intersession Academic Affairs Forum, California State University, Fullerton 2005 Jan 26 (pp. 05-01).