ERIC Number: EJ1121508
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The CLASS Action Survey: An Assessment Instrument Designed to Evaluate Students' Subjective Attitudes Regarding a Course in College Student Retention and Persistence to Graduation
Kemp, Arthur D.
Education, v137 n2 p133-140 Win 2016
This investigation explored the extent to which a newly constructed instrument, the CLASS Action Survey (CLAS), was able to accurately measure the qualities of a specialized course, the Crystallized Learning and Academic Study System (CLASS) and its stated goals: (1) to increase college students' academic mindedness, (2) to challenge self-responsibility, (3) to increase academic skills and (4) to provide students with an academic system for studying and learning they can uniquely apply to enhance their scholastic performance. Forty-three college students enrolled in the CLASS course were assessed across a two-week pre/post administration of the CLAS. Results of a dependent samples t-test indicated that the CLAS reliability differentiated between the pretest and posttest means which were determined to be statistically significant. Post hoc analysis of pre-post survey item responses using the McMemar Test indicated additional significant differences on selected items. Methodological limitations, future research and implications for colleges and universities are discussed.
Descriptors: College Students, Student Surveys, Student Attitudes, Academic Persistence, Course Evaluation, Pretests Posttests, Statistical Significance, Test Reliability, Test Validity, Psychometrics, Likert Scales, Developmental Studies Programs
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: N/A