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Students' success in college-level E...

Linfante, Felix Anthony.

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Students' success in college-level English composition after completing developmental English in an urban community college.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Students' success in college-level English composition after completing developmental English in an urban community college./
Author:	Linfante, Felix Anthony.
Description:	101 p.
Notes:	Chairperson: Shouping Hu.
Contained By:	Dissertation Abstracts International63-01A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3039315
ISBN:	0493525181

Students' success in college-level English composition after completing developmental English in an urban community college.
Linfante, Felix Anthony.

Students' success in college-level English composition after completing developmental English in an urban community college. - 101 p.

Chairperson: Shouping Hu.

Thesis (Ph.D.)--Seton Hall University, College of Education and Human Services, 2002.

The admission of under prepared students to collegiate level institutions each year has been a continuing problem for higher education as demands for education have resulted in the enrollment of those who lack adequate skills for academic success. Developmental education and its relationships to equity are often perceived to be in conflict with the desire to maintain high standards and cost efficiency. There has been minimal research on the effectiveness of remediation in Higher Education despite its existence dating back to 1849 at the University of Wisconsin.

ISBN: 0493525181Subjects--Topical Terms:

1018008
Education, Community College.

Students' success in college-level English composition after completing developmental English in an urban community college.
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035 $a (UnM)AAI3039315
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100 1 $a Linfante, Felix Anthony. $3 1253950
245 1 0 $a Students' success in college-level English composition after completing developmental English in an urban community college.
300 $a 101 p.
500 $a Chairperson: Shouping Hu.
500 $a Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0070.
502 $a Thesis (Ph.D.)--Seton Hall University, College of Education and Human Services, 2002.
520 $a The admission of under prepared students to collegiate level institutions each year has been a continuing problem for higher education as demands for education have resulted in the enrollment of those who lack adequate skills for academic success. Developmental education and its relationships to equity are often perceived to be in conflict with the desire to maintain high standards and cost efficiency. There has been minimal research on the effectiveness of remediation in Higher Education despite its existence dating back to 1849 at the University of Wisconsin.
520 $a The purpose of this study is to determine if students whose skill level requires them to enroll in remedial English courses can eventually succeed in English composition and if certain variables have an effect on their success. It provides information concerning programs considered essential to a postsecondary institution's mission and simultaneously unpopular with the public.
520 $a In this study, statistical analyses were conducted to analyze the relationships between success in English 101 as measured by grade and the independent variables including student status, sex, age, ethnicity, education, initial placement test score and remediation program.
520 $a A hierarchical multiple regression approach was used to develop an equation that demonstrates the best prediction of the outcome variable from more than one continuous or dichotomous independent variables. In the first step, the demographic variables were entered including student status, sex, age, ethnicity, test score and education. This step statistically accounts for variance in English 101 grades that is related to the demographic variables. The next step included the addition of the remediation programs (no remediation, 1 level of remediation, 2 levels of remediation, ESL). The F test for change was examined when the second step was entered to determine if the entry of the program step resulted in a significant increase in the multiple correlation.
520 $a The results from this study point to four conclusions in reference to the research and subsidiary questions. First, remediation does not result in a level of English 101 performance equal to those subjects not requiring remediation. Second, the demographic variables account for more variance in English 101 grades than does remediation program differences. This includes significant relationships found with age, sex, status and ethnicity. Third, ESL programs have a lesser percentage of subjects receiving a passing grade than other programs. Finally, remedial students who score low in pre-test score categories receive lower grades in E101.
520 $a The findings from this study are designed to assist officials in making more informed and knowledgeable designs in providing developmental programs to students who are not prepared for college-level work. Implications include a review of policy in respect to open door admissions, alternatives to current remediation as it relates to instructional delivery and cost, and preparation of students in the K–12 public school system. Research replication of the research in the future should include the study of additional years, similar institutions and additional variables.
590 $a School code: 1241.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0275
690 $a 0279
690 $a 0727
710 2 0 $a Seton Hall University, College of Education and Human Services. $3 576299
773 0 $t Dissertation Abstracts International $g 63-01A.
790 $a 1241
790 1 0 $a Hu, Shouping, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3039315