A Comparison of Course Delivery Formats on Student Success for First Year Developmental English Students at California Community Colleges

Autor/in	Bantum, Camilla Nancy Phillips
Titel	A Comparison of Course Delivery Formats on Student Success for First Year Developmental English Students at California Community Colleges
Quelle	(2013), (140 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-8591-2
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Community Colleges; Delivery Systems; Teaching Methods; Online Courses; Developmental Studies Programs; College Freshmen; Academic Achievement; English Instruction; Student Characteristics; Eligibility; Tuition; Regression (Statistics); Age Differences; Gender Differences; Academic Persistence; Race; Conventional Instruction; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Auslieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Studienanfänger; Schulleistung; English langauage lessons; Englischunterricht; Eignung; Unterweisung; Unterricht; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rasse; Abstammung; Kalifornien
Abstract	This study examined the influence of campus-based and online-based community college developmental English courses on two student success factors: course persistence and course success. Retrospective data on all first year California community college students enrolled in developmental English courses between 2008 and 2011 were analyzed for differences between students. Descriptive statistics were used to compare differences in individual student characteristics of age, gender, and race, and the situational variables of enrollment status and eligibility for tuition fee waiver. Logistic regression analysis was utilized to examine the difference in likelihood of course success and course persistence of developmental English students in the two course delivery formats. This study examined the influence of campus-based and online-based community college developmental English courses on two student success factors: course persistence and course success. Retrospective data on all first year California community college students enrolled in developmental English courses between 2008 and 2011 were analyzed for differences between students. Descriptive statistics were used to compare differences in individual student characteristics of age, gender, and race, and the situational variables of enrollment status and eligibility for tuition fee waiver. Logistic regression analysis was utilized to examine the difference in likelihood of course success and course persistence of developmental English students in the two course delivery formats. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01