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ERIC Number: ED526996
Record Type: Non-Journal
Publication Date: 2009
Pages: 335
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-0356-4
The Relationship of Where Louisiana Community College and University Students Complete Developmental/Remedial Coursework and Their Academic Success in Freshman-Level Collegiate Courses
Williams, Daphne Elaine
ProQuest LLC, Ed.D. Dissertation, Grambling State University
The study was a quantitative, causal-comparative, ex post facto study that compared the college algebra and freshman English outcomes for three groups of developmental learners based on where they completed their developmental English and mathematics courses. The study also examined the effectiveness of developmental education courses within the state of Louisiana's postsecondary institutions. The population consisted of 9,769 first-time freshman students who enrolled in one or more developmental mathematics or English course(s) in a public community college or university within the state of Louisiana. This cohort was tracked from Spring 2006 through Spring 2008. The first stage of the analysis included all available members of the population. The second stage included 489 randomly selected participants. The data were analyzed utilizing one-way ANOVA, one-way ANCOVA, multiple regression analysis, and logistic regression analysis. The results of the analysis indicated that overall there were significant differences in GPAs based on the minimum admissions criteria (Selective 2, Selective 3, Open) of the institution where the students completed their developmental English or mathematics coursework when controlling for high school GPA and ACT score. There were also significant differences between some of the groups based on the type of institution (community college, four-year university) where the students completed their developmental English or mathematics coursework. Multiple regression analysis indicated that the most important predictors of college algebra GPA were high school GPA and developmental mathematics GPA. The most important predictor of freshman English GPA was developmental English GPA. Logistic regression analysis indicated that as high school GPA, developmental mathematics GPA, and developmental English GPA increased, so did the likelihood that students successfully completed college algebra and freshman English. Additional predictors of successful completion of college algebra were age, ACT score, and completion of the Louisiana Board of Regents' core courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana