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ERIC Number: ED556860
Record Type: Non-Journal
Publication Date: 2010
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9286-1
College Students' Perceptions of the Impact of Developmental Courses on Their Academic Performance and Persistence
Green, Lucille A.
ProQuest LLC, Ph.D. Dissertation, Jackson State University
This descriptive study entitled: College Students' Perceptions of the Impact of Developmental Courses on Their Academic Performance and Persistence investigated the perceptions of college students and their responses to developmental courses. The population included students enrolled in the first semester of summer school 2010, at a selected urban institution in the southern region of the United States. The sample included 133 participants of which 90 were females and 43 were males. The 133 participants in the study indicated age differences: 45.9% were students 23 years or older; 27.1% were 21-22 years of age; 19.5% were 19-20 years of age, and 7.5% were 17-18 years of age. The study examined the variables of gender, enrollment status, age, classification, major, grade point average (GPA) and American College Test (ACT) scores. Responses were analyzed using the Statistical Package for the Social Sciences (SPSS) 18.0. The results of the study revealed students perceived that developmental courses played a vital role in their advancing through college-level coursework and their expectations to complete college-level coursework. Findings also indicated the following: (a) 91% of participants indicated that, there is a significant need for developmental courses at the college entrance level; (b) 85.7% of students participating in developmental courses indicated that they had an increase in the grade point averages; and (c) 95.7% of participants indicated that developmental courses contributed to their persistence at the college-level. These results are indication why stakeholders should be instrumental in keeping developmental courses in the college curriculum. State policymaker can also play a positive role in providing adequate funding for qualified faculty to ensure that the needs of under-prepared students are met at all levels. [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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment