ERIC Number: ED239706
Record Type: RIE
Publication Date: 1984-Feb-21
Reference Count: 0
Developmental English and Achievement in a Subsequent English Course.
Biddar, Patricia S.
A study was conducted at Union County College to compare students who successfully completed a developmental writing course with those who did not in terms of their achievement in a college-level English course. The study population consisted of students who enrolled in English Composition I in spring 1981; 61 of these students had successfully completed a developmental writing course after scoring below the cut-off score in a Sentence Structure Test (group 1); 54 of the students also scored below the cut-off score, but enrolled directly in English Composition I (group 2); and 530 of the students scored above the cut-off score (group 3). Statistical analyses of the English Composition I grades and Sentence Structure Test scores of all three groups revealed: (1) group 1 had mean grades and scores lower than that of the other two groups; (2) a plot of the grades and placement scores for each group showed these data to be linear; and (3) there were no significant differences among the three groups' grades after taking into account initial differences in Sentence Structure Test scores. Study conclusions indicated that remedial instruction had no significant effect on subsequent academic performance. Further research is needed to determine the instructional experiences which will benefit skills deficient students. (HB)
Descriptors: Grades (Scholastic), Program Effectiveness, Remedial Instruction, Scores, Writing (Composition), Writing Instruction, Writing Skills
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Union Coll., Cransford, NJ.