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The nonacademic differences between ...

Kristofco, John Paul.

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The nonacademic differences between remedial and nonremedial students at a mid-size, urban community college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The nonacademic differences between remedial and nonremedial students at a mid-size, urban community college./
作者:	Kristofco, John Paul.
面頁冊數:	282 p.
附註:	Adviser: Virgil Blanke.
Contained By:	Dissertation Abstracts International51-11A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9105149

The nonacademic differences between remedial and nonremedial students at a mid-size, urban community college.
Kristofco, John Paul.

The nonacademic differences between remedial and nonremedial students at a mid-size, urban community college. - 282 p.

Adviser: Virgil Blanke.

Thesis (Ph.D.)--The Ohio State University, 1990.

This study proceeded from the hypothesis that there are significant non-academic differences between remedial and non-remedial students at a single public, open-admissions, urban community college (Clark State Community College in Springfield, Ohio). It used demographic data, four surveys (the C.I.T.E. Learning Styles Survey, the Kolb Learning Styles Survey, a Philosophical Type survey, and the Myers-Briggs Personality Type Indicator), and interviews with students to test that hypothesis and to develop a broader understanding of the students at the college.Subjects--Topical Terms:

1018008
Education, Community College.

The nonacademic differences between remedial and nonremedial students at a mid-size, urban community college.
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245 1 0 $a The nonacademic differences between remedial and nonremedial students at a mid-size, urban community college.
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520 $a This study proceeded from the hypothesis that there are significant non-academic differences between remedial and non-remedial students at a single public, open-admissions, urban community college (Clark State Community College in Springfield, Ohio). It used demographic data, four surveys (the C.I.T.E. Learning Styles Survey, the Kolb Learning Styles Survey, a Philosophical Type survey, and the Myers-Briggs Personality Type Indicator), and interviews with students to test that hypothesis and to develop a broader understanding of the students at the college.
520 $a In order to clarify membership in the remedial and non-remedial categories and to facilitate the analysis of data gathered from those two groups, a third group of students, a "mixed" group, was used. This provided a common measure against which the other two groups could be seen, and it provided a reference point for the direct comparison between the two principal groups.
520 $a After gathering data from students in the three groups and conducting interviews with three students from each group, analyses were done on the results. Among the findings of the study were the following: (1) There are as many ways in which the remedial and non-remedial students are alike as there are ways in which they differ. (2) Remedial students are less comfortable with reading as a learning strategy, and they are more comfortable with action-oriented learning. (3) Remedial students are more attracted to speaking-listening learning activities than are non-remedial students. (4) Individualization that isolates and separates students from an interactive group environment is not an attractive learning situation for remedial students. (5) Instruction that seeks to know more about the individual student, beyond the collection of grades and test scores that mark traditional academic profiles, will enhance learning regardless of the student's level of academic skill.
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