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ERIC Number: ED527079
Record Type: Non-Journal
Publication Date: 2009
Pages: 105
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-3771-9
ISSN: N/A
Predicting Student Persistence Using Developmental Education Courses
Harr, Shannon Lyle
ProQuest LLC, Ed.D. Dissertation, University of Kentucky
Education reform has been in progress for at least two decades, yet our nation's postsecondary institutions continue to see increasing numbers of underprepared students. Despite numerous and varied attempts at nationwide reform at the secondary education level, the number of students requiring remedial education courses in postsecondary education continues to increase. Researchers have examined developmental education and student persistence at great lengths. However, research conducted examining the two simultaneously is limited. However, researchers have always agreed that academic preparedness and course performance (defined as grade point average) are key indicators of a student's proclivity to persist in college (Spady, 1970; Tinto, 1987; Bean, 1980; Boylan and Bonham, 2007; Hardin, 1998; Snyder, Hackett, Stewart, and Smith, 2002). This study focused on how developmental education courses and student persistence impact one another at Morehead State University (MSU), a small regional university in Appalachia. MSU serves a twenty-two county service region in Eastern Kentucky. The purposes of this study were to determine whether student performance in developmental courses is predictive of performance in credit bearing courses, and ultimately, degree completion. This study also sought to examine relationships among variables such as age, ethnicity, and gender, and their influence on persistence. The results of the study indicated that developmental education course performance was predictive of credit-bearing course performance. Additionally, results suggested a correlation between student persistence (defined as degree completion) and developmental education course performance. Results indicated that while remedial courses are helpful, they do not solve the problems associated with underprepared students and attrition. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky