A meta-analysis of college developmental studies programs /
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| Other Authors: | , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1993.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | The time-honored solution for the problem of the underprepared college student is to admit and remediate. However because of tremendous growth in college populations in the last thirty years, programs designed to help these students have grown significantly. In 1968, Roueche reported that college developmental studies programs failed the students they served. The work of Cross (1974) and others supported Roueche's analysis. However, a Kulik, Kulik, and Shwalb (1983) meta-analysis found these programs to be moderately successful. This study used the meta-analysis techniques of Glass (1976) and of Hedges (1985) in order to classify the kinds of college developmental programs and determine the relative success or failure of the programs. One hundred eighty-five studies (1970-1990) produced effect sizes in the following methodologies: cognitive skills training, mastery learning, tutoring, discovery learning, programmed instruction, total remedial programs, learning assistance centers, writing, block grouping, counseling, Gagne-Briggs, computer assisted instruction, and reading specific skills, like note taking and listening. These programs were found in technical colleges, junior colleges, universities, and research institutions all across the United States. The research reports were found in journals, dissertations, and ERIC reports. The overall effect size for the all the studies was.26. The studies were then categorized by outcome, content area, and instructional method. Two hundred fifty-three averaged by study effects and 571 single effects were produced. An ANOVA analogue found the overall mean of.26 to be significant. For averaged by study effects, this procedure found no significant categories. The studies were then divided by subject areas--English composition, mathematics, reading, study skills, and general remedial program. These subjects areas were divided by methodologies and curricula techniques used in the reported studies. On the whole, college developmental studies programs do seem to provide a positive impact on underprepared college student achievement, attitude, and persistence. |
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| Item Description: | Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | xii, 168 leaves : illustrations ; 28 cm |
| Bibliography: | Includes bibliographical references. |