An Examination of the Potential Relationship between Technology and Persistence among At-Risk College Students

Autor/inn/en	Hughey, Aaron W.; Manco, Charlene M.
Titel	An Examination of the Potential Relationship between Technology and Persistence among At-Risk College Students
Quelle	(2012), S.544-550 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	College Students; Program Effectiveness; Academic Aptitude; At Risk Students; Academic Persistence; School Holding Power; Electronic Publishing; Textbooks; Educational Technology; Comparative Analysis; Control Groups; Experimental Groups; Statistical Analysis; Remedial Instruction; College Readiness; Access to Education; Program Descriptions; Student Surveys; Technical Support; African American Students; White Students; Access to Computers; Kentucky; ACT Assessment + Suchen Sie Ihr Suchwort? Collegestudent; Elektronisches Publizieren; Textbook; Text book; Schulbuch; Lehrbuch; Unterrichtsmedien; Statistische Analyse; Förderkurs; Education; Access; Bildung; Zugang; Bildungszugang; Schülerbefragung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Academically underprepared college students, i.e., those identified as needing developmental (remedial) English, mathematics and reading courses in order to maximize their potential for academic success at college-level studies, were provided with the opportunity to rent, for a minimal, subsidized fee, mini-computers bundled with digital course materials (e-books). The academic aptitude of the students who participated in the study was assessed when they entered the program, and their academic performance was assessed at the end of the semester in which they were provided with these resources. The aptitude, performance and retention of program participants were then compared with those of similarly underprepared prepared students who were not provided with these resources. Analysis of variance revealed no statistically significant differences between the academic performance or retention of the two groups. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10