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ERIC Number: ED308464
Record Type: Non-Journal
Publication Date: 1989
Pages: 47
Abstractor: N/A
Reference Count: N/A
Assessing the Effects of Developmental Education Courses: An Integrative Evaluation Model.
Parrish, Berta; Hiatt, Richard
To develop a more realistic and informative evaluation model, a longitudinal study was conducted during 1988-1989 to assess the effects of the developmental education courses in mathematics, reading/study skills, and writing at Embry-Riddle Aeronautical University (ERAU) in Prescott, Arizona. Five quantitative and three qualitative measures were collected and analyzed in regard to academic performance, retention, and student satisfaction data on the 226 students enrolled in the courses during the fall of 1986. Experimental statistics included the correlation of retention, reading score, future grade point average, as well as a comparison to a similar control group who were not placed in the developmental courses. Descriptive statistics included data gathered by a mailed questionnaire and 60 personal interviews on degree of satisfaction, skills usage, and perception of proficiency gained from instruction in these classes. Analysis suggests that developmental courses are effective in addressing the basic mathematics, reading/study skills, and composition skill deficiencies of many entering college students. Three-fourths of the students interviewed felt they were reading and writing as well as other college students. (Appendixes consist of a cover letter and student questionnaire; cover letter and interview questions; an outline of continuing activities and an analysis of the return on the university's investment. Sixteen references are attached.) (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A