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ERIC Number: ED099030
Record Type: Non-Journal
Publication Date: 1974-Apr-15
Pages: 29
Abstractor: N/A
Reference Count: N/A
An Investigation of the Relationship Between Student Verbal Abilities and Performance in U.S. History 151 Classes.
Jelfo, Donald T.
The purpose of this study was to investigate the relationship between student verbal ability and performance in an introductory United States history class at a comprehensive community college. For the purposes of this study, performance was defined as grade point average and rate of persistence. Because of degree requirements, students at Cuyahoga Community College must successfully complete three courses in either history, political science, or social science, all of which are verbally demanding. Despite the fact that the student body is heterogeneous, as is often the case, with regard to socioeconomic background, reading and writing skills, and goals, instruction is quite traditional, emphasizing lecture and discussion. Thus, all students receive basically the same instruction. Two sample populations were selected for the study. Those U.S. history students who were concurrently enrolled in English 101 classes were defined as verbally able. Those who were concurrently enrolled in English 091, a remedial class, were defined as verbally deficient. With a sample of 121 English 101 students and 41 English 091 students, mean grade point averages and withdrawal rates were calculated. Through the use of a t-test, a significant relationship was established between student grade point average and verbal ability. A chi-square test established that there was no significant relationship between verbal ability and withdrawal rates from U.S. history classes. To enable students with poor verbal skills to succeed in U.S. history classes, faculty in the history department should write a program of individualized instruction and self-instructional learning packages at a less demanding reading level. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Nova Univ., Fort Lauderdale, FL.
Identifiers - Location: Ohio