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|a LB2331.2.R63 2013_Rodriguez-DehmerIsabel |2 BU-Local |
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|a LB2331.2.R63 2013 |
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|a Rodriguez-Dehmer, Isabel. |
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|a Developmental education : alternative literacy approaches for college students, an ex post facto study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xiv, 156 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ed.S.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 136-150). |
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|a Copyright Isabel Rodriguez-Dehmer. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Remediation is the most common policy designed to prepare students academically and socially during their early stages of college. But despite its profound importance and its significant costs, there is very little rigorous research analyzing its effectiveness. The purpose of this study was to examine two methods of reading instruction − TSD (Traditional skills and drills) vs. CAB (Content area based/contextualized) − in terms of students’ passing rates on the state exit exam and final grades (GPA) in the subsequent courses of ENC1101 (Composition I) and ENC1102 (Composition II). This quantitative study applied a causal-comparative design. The implementation of the TSD adopted in 1983 for students in remedial courses in higher education is still utilized as the main means of instruction. As a result, the college under investigation does not offer other forms of curriculum instruction for remedial students unless they are funded by grants or pilot programs on a smaller scale. The three cohorts examined in this research study participated during the time of a NFS grant (2005 through the summer of 2008). The data collection instrument used was an archival data base assembled by the staff at the Office of Institutional Research for the researcher. The following analyses were conducted: To assess scores on the exit exam and the final grades between groups, the researcher conducted several chi-square tests and six ANOVAs. Results from the study found a significant difference in the passing rates between two (cohort 1 2006-1 and cohort 3 2007-2) of three contrast cohorts groups when exposed to the different instructional type (TSD vs. CAB) at the .05 level of significance in favor of the CAB group. In the subsequent courses, the ANOVA revealed the instructional type TSD performed significantly better on the mean GPAs for all three cohorts in ENC1101 compared to the CAB group. The TSD performed better on the mean GPAs for ENC1102 for the first two cohorts but for cohort three analyses indicated they had a lower GPA than the CAB student group. Thus this study showed mixed results with the CAB students doing significantly better on the state exit exam in two of the three cohorts and the TSD group having significantly better GPAs in the three cohorts for ENC1101. This study presents a number of possible reforms and approaches to remediation. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Developmental studies programs |x United States. |
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|a Postsecondary education |x Florida. |
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|a Education, Higher |x Florida. |
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|a Community colleges |x Florida. |
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|a Remedial teaching. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001533/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/33/00001/LB2331_2_R63 2013_Rodriguez-DehmerIsabelthm.jpg |
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|a Theses and Dissertations |
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