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The Effect of Success Rates for Engl...

Pearse, David R.

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The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths./
Author:	Pearse, David R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	119 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27739952
ISBN:	9781658423670

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.
Pearse, David R.

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 119 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2020.

This item must not be sold to any third party vendors.

This research study focused on the relationship between the modality of lecture delivery and the student success rates, the relationship between the class duration and the student success rates, and the relationship between accelerated duration/hybrid modality of lecture delivery and the student success rates. The study examined these relationships using historical data of the first-level college English composition class delivered at a community college. The success rates were reviewed for 8-week and 16-week terms delivered as face-to-face, hybrid/blended, and online. Success was defined as the student receiving an A, B, or C grade. A quantitative research design was utilized to evaluate 1,121 sections of ENGL 1301 with a total completed enrollment of 21,377 students for three semesters of classes offered at Tarrant County College in Fort Worth, Texas. The findings revealed no significant relationship between modality and success rates. There was a significantly higher relationship for success rate and completion rates for 8-week as compared to 16-week course lengths. Online and hybrid/blended classes had slightly greater success rates compared to face-to-face, but there was not a significant relationship. Online and hybrid/blended classes of 8-week duration provided the greatest percentages of successes and completions.

ISBN: 9781658423670Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Blended

The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.
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245 1 4 $a The Effect of Success Rates for English Composition I Offered in Various Modalities and Course Lengths.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Winnington, Jill.
502 $a Thesis (Ed.D.)--Gwynedd Mercy University, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be sold to any third party vendors.
520 $a This research study focused on the relationship between the modality of lecture delivery and the student success rates, the relationship between the class duration and the student success rates, and the relationship between accelerated duration/hybrid modality of lecture delivery and the student success rates. The study examined these relationships using historical data of the first-level college English composition class delivered at a community college. The success rates were reviewed for 8-week and 16-week terms delivered as face-to-face, hybrid/blended, and online. Success was defined as the student receiving an A, B, or C grade. A quantitative research design was utilized to evaluate 1,121 sections of ENGL 1301 with a total completed enrollment of 21,377 students for three semesters of classes offered at Tarrant County College in Fort Worth, Texas. The findings revealed no significant relationship between modality and success rates. There was a significantly higher relationship for success rate and completion rates for 8-week as compared to 16-week course lengths. Online and hybrid/blended classes had slightly greater success rates compared to face-to-face, but there was not a significant relationship. Online and hybrid/blended classes of 8-week duration provided the greatest percentages of successes and completions.
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