Factors influencing performance on college level English courses between groups of students at a selected community college in South Texas /
This study provides descriptive information on the effects of remedial education in English on a cohort of first time in college students as measured by performance in their first college level English course attempt at a selected south Texas community college as compared to non-remedial students....
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| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731930221&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study provides descriptive information on the effects of remedial education in English on a cohort of first time in college students as measured by performance in their first college level English course attempt at a selected south Texas community college as compared to non-remedial students. A total population of first time in college students who enrolled during the 1992, fall semester and attempted their first college level English course within five academic years of entry into the institution was identified for study. The total population was broken into three groups, which were identified as: 1. Those students, who were required, by testing, to take and successfully complete the first level of remedial English before being allowed by the institution to enroll in their first college level English course. 2. Those students who were required, by testing, to take and successfully complete the second level of remedial English before being allowed by the institution to enroll in their first college level English course. 3. Students, who were not required, based on testing, to take any remedial courses in English before enrolling in their first college level English course. The students' performance grade in their first attempt at a college level English were assigned numeric values for statistical analysis. Demographic variables such as age, race and gender were compared within and between the three groups in order to find the differences between those students who were required to take remedial courses in English to those who did not. The data indicated that minorities were over represented in remedial English and did not do as well in their first attempt at college level English than non-remedial students. English remediation enabled many to successfully complete their first college level course with "average" grades. Remediation in English also helped all age groups, racial groups, females and males equally. Recommendations include the initiation or expansion of existing measurement and evaluation of both remedial programs and students, hiring or training remedial faculty in the most effective, specific remedial teaching methods and to stop using the word "remedial" in describing such students and programs. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xii, 122 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 115-121). |