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 enhance student success. Using a mixed-method approach, the study analyzes quantitative differences in progression rates across instructors while gathering qualitative insights into pedagogical practices that promote student engagement and persistence. Grounded in Tinto’s Theory of Student Retention, this research explores how instructional strategies, faculty presence, and student-faculty interactions contribute to first-year student progression and retention.

Statistical analyses are being conducted to determine whether significant differences exist in progression rates across instructors over the past two academic years. Instructors with the highest 20% of progression rates will be surveyed to identify key instructional strategies and best practices contributing to student success. Preliminary findings indicate that faculty presence, timely and constructive feedback, and active engagement strategies correlate with higher progression rates. As data collection and analysis continue, the study will offer evidence-based recommendations to inform institutional retention efforts and enhance teaching effectiveness.

Keywords: Student progression, instructional strategies, General Education, ENG121, ENG122, mixed-method research, Tinto’s Theory of Student Retention, qualitative analysis, quantitative analysis, teaching effectiveness.