![The Impact of Developmental English Learning Communities on the Academic Performance of Diverse Freshmen at an Urban Community College için kapak resmi The Impact of Developmental English Learning Communities on the Academic Performance of Diverse Freshmen at an Urban Community College için kapak resmi](/client/assets/d79c3e4af2b6d196/ctx/images/no_image.png)
The Impact of Developmental English Learning Communities on the Academic Performance of Diverse Freshmen at an Urban Community College
Başlık:
The Impact of Developmental English Learning Communities on the Academic Performance of Diverse Freshmen at an Urban Community College
Yazar:
Elabid, Hanane, author.
ISBN:
9780438065918
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (222 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Michael Cosimnao Committee members: John Kwagyan; Paula Risolo.
Özet:
College enrollment has seen a dramatic increase in the past few decades; however, graduation rates are down compared to enrollment rates. Three-year graduation rates for community colleges average in the low 20-percentile range with many other colleges graduating students at an even lower rate. One of the major obstacles students' encounter that prevent degree completion is the need of developmental education. Tinto's (1975) student integration model, which exemplifies learning communities, served as the theoretical foundation for this study. It was hypothesized that learning communities' enrollment would influence the academic outcomes of students. It was not known if and to what extent there is a difference in the academic performance which constituted GPA, expected accumulated credits, exit English test results and re-enrollment in subsequent semester of ethnically diverse developmental English freshmen enrolled in learning communities versus non-learning communities. Two student groups (240 learning communities, 240 non-learning communities) were included in this quantitative causal-comparative study, which employed internal, secondary archived data. Data were analyzed using Mann-Whitney U tests, chi-square and Mantel-Haenszel analysis. The results of this study suggest that learning communities do not have a significant difference (p ≥ .05) on the academic outcomes of developmental English freshmen enrolled at the urban community college level.
Notlar:
School code: 1582
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
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