ERIC Number: ED214615
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
A Comparison of College Freshman Achievement in Remedial English Courses and in Freshman Composition Courses at a Two-Year College.
Baker, Roger G.
A study was conducted at Snow College to compare the efficiency and effectiveness of college remedial courses with that of regular courses of study. The study compared the performance of 48 students in four sections of a remedial English class with that of 24 students with similar skill levels enrolled in a freshman composition course. The performance of the two groups was measured by scores on the three sub-tests of the McGraw-Hill Writing Test. A separate comparison of randomly chosen student essays from the freshman composition control group and from 12 freshman composition classes not involved in the study was made to ensure that the purposes of the freshman composition course were not being compromised to accommodate remedial students. The study revealed that: (1) there was no significant difference between the experimental and control sections on the essay criteria, indicating that the purposes of the freshman composition course had not been compromised; (2) statistically significant gains were made by the remedial students in two of the writing sub-tests, though these gains were not significantly different from those made by students in the regular freshman classes; and (3) the attrition rate was higher in the remedial courses than the regular courses. Based on the findings, it was concluded that the remedial classes did not perform the remedial function better than the regular classes. (HB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).