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ERIC Number: ED576043
Record Type: Non-Journal
Publication Date: 2017
Pages: 65
Abstractor: As Provided
ISBN: 978-1-3697-0537-9
The Effectiveness of Accelerated Learning on Student Achievement in Developmental Courses Offered at a Rural Community College
Floyd, Anika Z.
ProQuest LLC, Ph.D. Dissertation, Mississippi State University
The purpose of this study was to examine the effect of the accelerated course learning format on student achievement in developmental English and math courses offered at a rural community college. Due to a rise in the number of underprepared students who enroll in community college, some college officials implemented the accelerated course learning format to allow students to complete developmental coursework in a shorter timeframe. Research on the utilization of the accelerated learning format in developmental education has been conducted in urban areas, and this study provides research and findings from a rural perspective. Historical enrollment data were used to find out if the accelerated course learning format method of instruction increased a student's developmental course success and college-level persistence. The enrollment of students enrolled in at least 1 developmental English or math course offered in an accelerated or traditional format during the fall 2010 through fall 2015 enrollment period was tracked to evaluate success and persistence. A non-experimental, comparative research design was used to evaluate the relationship between 1 independent variable (method of instruction: traditional or accelerated) and 2 dependent variables (success: grade of A, B, or C and persistence: proceeded to and successfully completed the college level course: English Composition I and College Algebra). The data collected were analyzed using IBM SPSS version 24.0. Descriptive statistics were also used to analyze the data, and Chi Square tests were used to determine how well the experiential distribution of data fits with the distribution that was anticipated with the independent variables. In reviewing the findings, results were consistent for each developmental course, in English and math. Students enrolled in 8-week courses consistently outperformed students enrolled in 16-week courses. Recommendations for future research include a review of students who withdrew and a discussion of demographics to determine if students withdrew because it was too fast. Another recommendation is to evaluate students who repeated courses and changed formats. [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: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A