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ERIC Number: ED081430
Record Type: RIE
Publication Date: 1973-Jul
Pages: 139
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Statistical Comparison of Selected Performances of Post-Developmental Students and Regular Students Enrolled in Credit Courses at Thomas Nelson Community College.
Bragg, Charles D.; And Others
The Developmental Studies Division of Thomas Nelson Community College provides developmental verbal and mathematics courses to enable inadequately prepared students to obtain the necessary knowledge and basic skills for entry into an associate degree program. A study was conducted to determine if those students who complete the objectives of the developmental courses can successfully compete with regular students in beginning credit English and mathematics courses and in grade point average. Analysis of the data revealed that five of the post-developmental groups performed above the acceptable level of 2.000, but two of the groups did not. Students who scored low on the Comparative Guidance and Placement test in both verbal skills and reading seemed to perform unsatisfactorily after completing Developmental Studies; standards for students in the developmental program were not as high as those of instructors teaching credit courses. Developmental students performed as well as regular students only in one beginning English course and one beginning math course. The mean GPA of post-developmental students in five beginning credit courses was lower than the mean GPA of regular students in the same courses. The number of hours completed by a student was a function of his GPA. Greater success in terms of GPA was evidenced by those who completed Verbal Studies alone than by any other sample group studied. (Author/KM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Nova Univ., Fort Lauderdale, FL.
Note: Presented in partial fulfillment of the requirements for the degree of Doctor of Education