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ERIC Number: ED457936
Record Type: Non-Journal
Publication Date: 2000
Pages: 204
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Mixed-Method Approach to Evaluating Learning Communities for Underprepared Community College Students: The Integrated Studies Communities at Parkland College.
Moore, Linda Hamman
This study evaluated two developmental learning communities, named the Integrated Studies Communities ISC, at Parkland College in Illinois. The primary purpose of the study was to compare the students in the ISC with similar underprepared students in the regular curriculum. The ISC offers four linked courses, and participating students take them together as a class. The report examines both a pilot study and full implementation (ISC II and III) of the program. The author found that in the fall, ISC II completers earned 11.05 credit hours compared with the 9.81 credit hours of the comparison group, while ISC III completers earned an average of 12.77 credit hours, compared with the comparison group's average of 8.9 credit hours. The results for the spring were lower, but the difference over the course of the year remained significant. Independent t-tests revealed there was no significant difference in GPAs between the two groups. The author also notes that the ISC students were taking rigorous, college-level courses. Includes 10 figures, 17 tables, 75 references, and 6 appendices, including the research instrument. A 22-item instrument with an eighth-grade reading level is a product of the study. (NB)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards