ERIC Number: EJ1131244
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 54
Using Mixed Methods Research to Examine the Benefits of Culturally Relevant Instruction on Latino Students' Writing Skills
Murphy, Joel P.; Murphy, Shirley A.
Research & Teaching in Developmental Education, v33 n1 p5-28 Fall 2016
A convergent mixed methods research design addressed the extent of benefit obtained from reading culturally inclusive prompts (i.e., four brief essays written by Latino authors) to improve essay writing in a developmental (pre-college) English course. Participants were 45 Latino students who provided quantitative data. Chi square analysis showed differences between predicted and actual numbers of grades earned (X[superscript 2]= 20.63, p < 0.01). Interview data from a sample sub-set of participants showed the prompts to be meaningful and helpful in writing the assigned essays. Convergence of both types of data was noted on four dimensions: final course grades, relevance to Latino culture, perceived benefit, and overall satisification. Implications of the findings include challenges for writing teachers and identifying high risk students early in the course. The findings demonstrate the feasibility and relevance of using mixed methods research in community college classroom research.
Descriptors: Culturally Relevant Education, Hispanic American Students, Writing Skills, Essays, Mixed Methods Research, Remedial Instruction, English Instruction, Community Colleges, Two Year College Students, Instructional Effectiveness, Grades (Scholastic), Student Attitudes, Feasibility Studies
New York College Learning Skills Association. Web site: http://www.nyclsa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California