NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED563288
Record Type: Non-Journal
Publication Date: 2013
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2489-9
ISSN: N/A
Begin with the End in Mind: Measuring the Effectiveness of Remediation on Student Performance on the Test of Essential Academic Skills (TEAS-V)
Cumberbatch-Sullivan, Karen J.
ProQuest LLC, Ph.D. Dissertation, Capella University
This quantitative, causal-comparative research study investigated the effectiveness of a strategy to address concerns in nursing education about the high attrition rates and poor retention rates of pre-licensure nursing students, particularly in the first semester of nursing school. Two research questions guided this study and focused on the influence of the remediation-review course on posttest Test of Essential Academic Skills (TEAS-V) scores. An independent sample t-test (at a = 0.05) was conducted to determine if statistically significant differences existed on posttest scores by group (treatment vs. control). The results of the independent sample t-test on posttest scores by group (treatment vs. control) were statistically significant, p < 0.001, indicating that posttest scores were significantly different by group: the treatment group had significantly higher posttest scores than the control group. A dependent sample t-test (at a = 0.05) was conducted to determine if statistically significant differences existed between the treatment group's pretest and posttest scores. The results of the dependent sample t-test were significant, p < 0.001, indicating that pretest and posttest scores were significantly different: posttest scores were significantly higher. Two groups were examined in the study: 106 associate degree nursing program applicants who scored below the recommended cut score and completed a required remediation-review course (treatment group) and 106 associate degree nursing program applicants who scored below the recommended cut score but did not participate in the remediation-review course (control group). The TEAS-V scores were examined at pretest and posttest for the treatment group, and at posttest for the control group. The purpose of this research study was to determine if the completion of a required remediation-review course would lead to significant differences in the posttest scores on a standardized nursing admission assessment, the TEAS-V. Implications for practice and recommendations for further research are included. [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: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A