A Study of the Effectiveness of Selected Aspects of the Developmental Education Program at an Urban Multicampus Community College
A Study of the Effectiveness of Selected Aspects of the Developmental Education Program at an Urban Multicampus Community College
复制标题
城市多校区社区学院发展教育计划选定方面的有效性研究
DOI：
10.25777/jn06-n914
复制
发表时间：
1983
期刊：
影响因子：
--
通讯作者：
Michael Anthony Barton
中科院分区：
文献类型：
--
作者：
Michael Anthony Barton
城市多校区社区大学素质教育选择性的研究Michael Anthony巴顿Old自治领大学，1983年主任：Maurice R.本研究的目的是探讨发展/补救教育的有效性，在城市多校区社区学院。该研究旨在（1）确定发展性研究所服务的学生的数量和人口统计特征，（2）确定这些学生的学业成绩和持久性，以及（3）评估发展性英语学生在常规大学英语中的表现。数据是在1980年秋季入学的所有新生的两年期间获得的。本研究采用两种方法：（1）对年龄、性别、种族、入学状况和日/夜出勤率等变量进行描述性分析;（2）采用静态组间比较的方法，考察发展型学生与非发展型学生在大学英语成绩、累计平均成绩、完成学分和参加宿舍数等方面的差异。描述性分析显示，1）略多于四分之一的新生参加了发展课程; 2）发展学生可能更年轻，男性，并且在白天全职参加; 3）版权所有者的许可下复制。未经允许禁止进一步复制。大多数发展学生是白色，尽管非白人的比例过高。全日制发展的学生被发现完成尽可能多的季度入学其他全日制学生和兼职发展的学生完成了显着较高的季度数比兼职非发展的学生。发展型学生1的平均GPA显著低于其他学生。然而，当通过增加学分获得的时间间隔进行检查时，发展型学生的GPA以线性方式增加，并最终超过非发展型学生。对于参加一个以上发展课程的学生，没有获得这种模式。发展课程的数量和平均成绩之间呈反比关系。完成发展英语课程的学生在大学英语方面的表现不如其他学生，但绝大多数（68%）能够以至少C的成绩通过课程。总的来说，这项研究的结果表明，发展的学生留在学校，只要，并最终表现以及，其他学生。经版权所有者许可转载。未经允许禁止进一步复制。
A STUDY OF THE EFFECTIVENESS OF SELECTED ASPECTS OF THE DEVELOPMENTAL EDUCATION PROGRAM AT AN URBAN MULTICAMPUS COMMUNITY COLLEGE Michael Anthony Barton Old Dominion University, 1983 Director: Dr. Maurice R. Berube The purpose of this study was to examine the effectiveness of developmental/remedial education at an urban multi-campus community college. The study sought (1) to identify the number and demographic characteristics of students served by developmental studies, (2) to determine the academic achievement and persistence of these students, and (3) to assess the performance of developmental English students in regular college English. Data were obtained for a two year period on all new students who enrolled in the fall of 1980. The study employed two approaches: (1) a descriptive analysis of the variables of age, sex, race, enrollment status and day/night attendance; (2) a static group comparison to detect differences in performance in college English, in cumulative grade point average, in credits completed and in the number of quarters attended between developmental and other students. The descriptive analysis revealed that 1) slightly more than one-fourth of new students enrolled in a developmental course; 2) developmental students were likely to be younger, male, and to attend full-time during the day; and 3) the Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. large majority of developmental students was white, although non-whites were overrepresented. Full-time developmental students were found to complete as many quarters of enrollment as other full-time students and part-time developmental students completed a significantly higher number of quarters than did part-time nondevelopmental students. Developmental students1 mean GPA was significantly lower than the GPA of others. When examined by increasing intervals of credits earned, however, developmental students' GPA increased in linear fashion and eventually surpassed that of nondevelopmental students. For students enrolled in more than one developmental course this pattern was not obtained. An inverse relationship was found between the number of developmental courses and grade point average. Students who completed a developmental English course performed less well in college English than other students, yet a substantial majority (68 percent) was able to pass the course with at least a grade of C. Overall, the findings of this study indicate that developmental students remain in school as long as, and eventually perform as well as, other students. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.