NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED553324
Record Type: Non-Journal
Publication Date: 2013
Pages: 106
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-5505-8
ISSN: N/A
Examining the Relationship between Course Length and Academic Performance in College-Level Psychology with an Investigation into Reading Proficiency
Valenti, Elizabeth C.
ProQuest LLC, Ph.D. Dissertation, Capella University
College dropout is a complex problem resulting in an array of negative repercussions for students, universities, and society. The study explored the impact of reading proficiency on academic success in a college-level introductory psychology course offered in both traditional and accelerated formats. A quantitative, quasi-experimental design was employed using archival data from a four-year, private, accredited university. Results revealed that students enrolled in a 8-week format earned significantly higher grades and dropped out less frequently than those in the 15-week format. Substandard readers earned significantly lower mean grades than standard readers. No interaction was found between reading score and course grade with respect to length format. [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