A Mixed Method Study on Freshman Students' Writing Performance as Addressed by Postsecondary Professors

Autor/in	Hughes, Susan M.
Titel	A Mixed Method Study on Freshman Students' Writing Performance as Addressed by Postsecondary Professors
Quelle	(2009), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; College Freshmen; Writing Assignments; Freshman Composition; College Faculty; Student Evaluation; Documentation; Revision (Written Composition); Research Skills; Educational Objectives; General Education; Research Methodology; Qualitative Research; College Preparation; Alignment (Education); Focus Groups + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienanfänger; Fakultät; Schulnote; Studentische Bewertung; Dokumentation; Korrektur; Forschungsleistung; Educational objective; Bildungsziel; Erziehungsziel; Allgemein bildendes Schulwesen; Allgemeinbildung; Research method; Forschungsmethode; Qualitative Forschung
Abstract	Research indicates that difficulty in general education classes significantly contributes to attrition among college freshmen. Accordingly, this mixed-method study sought to address the related problem of high school students' preparation for freshman composition or English classes. The purpose of the sequential explanatory study was to identify the writing weaknesses of freshman composition students, relative to the types of writing assignments they must be able to complete in class, and investigate freshman professors' assessments of student preparation. The quantitative research question investigated specific writing weaknesses and required assignments of freshman students. The qualitative research question focused on what professors perceive as skill indicators for low performance of freshman writing. A survey was completed by 25 professors teaching introductory English composition courses that included writing assignments across 9 Southeastern community colleges and universities. Descriptive analysis of the survey data revealed the 3 most common assignments were critical analysis, argumentative essays, and expository essays. The three most common student writing problems were revising, documentation, and research skills. Focus group data from 3 university professors were first coded for significant statements aligned to specific improvements in student writing. Coded data were then analyzed for core themes that included word usage, sentence structure, and diction as student weaknesses. The results of this study could create social change by providing high schools, their faculties, and districts with the specific requirements, noted problems, and insights from college professors which will enable all secondary personnel involved to make critical classroom and curriculum decisions in order to better prepare graduating students. Four appendixes are included: (1) Survey; (2) Survey Consent Form; (3) Survey Consent Form; and (4) Survey Consent Form. (Contains 4 tables and 5 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10